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PC> THE ECLECTIC 
HORSE TAMER, TRAINER 
AND EDUCATOR. 




WAPS1E L. (See page 118.) 



J. W. MERCER, 

Union Stock Yards, - Chicago, III. 



THE ECLECTIC 

HORSE TAMER TRAINER 

AND EDUCATOR 



By J. W. MERCER 



Entered according to Act of Congress in the year KK)0 by 

J. W. Mercer, 

in the office of the Librarian of Congress. 



TWO COPIES RECEIVED, 

Library of Co» ff ra«% 
Office of the 

WAR ^ 1900 

Register of Copyright* 



55943 



IMIESS OF 

MAGNUS FLAWS & CO. 

CHICAGO 



6&GON0 COPY, 






O 9 




J. W. MERCER. 



PREFACE. 



PERHAPS a new work on taming and educating the horse 
may seem uncalled for in view of the many books on 
the subject now in the market and the number of train- 
ers on the road. Yet upon investigation it will be found 
that none of them present anything new — the same old brutal 
system of throwing the horse is still in vogue. 

Again, all professional horsemen— horse breakeis-of the 
present and past, depend for their success upon their skill in 
making a popular exhibition out of the handling of vicious 
horses. While the system herein enunciated effectively precludes 
the possibility of developing a vicious horse. 

There is fast approaching a crisis in the history of the . 
horse — an irresistable conflict between the horse and the numer- 
ous mechanical locomotive devices which are rapidly coming 
into use, and the outcome must depend largely upon the con- 
duct of the horse— especially tl.e horse to be used for light driv- 
ing. Every fault and objectionable characteristic that can be 
eliminated from his reputation is a point gained in his favor. 

Heretofore, it has been the custom for people to be maimed 
and killed by the runaway horse with never so much as a mur- 
mur or complaint, because, perhaps, it was their only recourse — 
they must take a chance with the horse or walk. But this pop. 
ular and time honored way of "shuffling off this mortal coil" is 
destined to experience a sudden check. The harness horse 
must "quit his meanness" or "get oft* the earth." The knell of 
his "passing" is already sounding; and his only salvation lies in 
his complete reformation. The "Inductive" system of educa- 
tion herein enunciated, cannot fail to effect the radical refor- 



mation of the horse, for right habits are inculcated to the exclu- 
sion of all disposition to wrong ones. 

One of two conditions irrefutably exists — either I have 
made a wonderful discovery, meriting the everlasting gratitude 
of mankind; or all who have been responsible for the framing 
and the execution of the laws relating to the protection of the 
public, have been guilty of criminal negligence. 

If the horse is tohold his own in the "irrepressiable conflict" 
now confronting him, it can only be accomplished by the 
advancment of his education to the point that the runaway 
accident is wholly eliminated from the contingencies of his use. 
To the ordinary individual, and even to the expert horseman, 
this appears like an insurmountable obstacle, as it is a feature 
of the horse's education taught in no book except this volume, 
and by no horseman except the writer. And yet, as herein elu- 
cidated, it is just es practical, and simple as the proverbial 
"falling off a log." And if this work is so far successful, in 
disseminating "the new departure" in the education of the 
horse, as to result in the saving of a single human life, that, for- 
sooth, may be sufficient excuse for its existence. 

J. W. Mercer. 

Chicago, 111., Jan. l, 1900. 




INTRODUCTION. 

r pHEHE are two remarkable features pertaining to the ed- 
X ucation of the horse: first, the real simplicity of the op- 
eration; second, the prevailing ignorance among trainers 
and drivers regarding the subject. 

And still the wonder grows when it can be readily shown 
that the correct method of educating the horse is exactly what 
anyone at all familiar with his nature should readily infer; and 
further, when scarcely a person living persues such a course- 
in many cases a course diametrically opposite. 

The first proposition may be readily proven by experiment; 
the second by observation. 

Take any number of horses, and conduct their education 
upon the "inductive system," and in not one single instance 
will there be a failure. Go further, take a horse that has been 
spoiled by the "deductive," or prevailing system, or lack of sys- 
tem, subject him to a thorough course in the "inductive," sys- 
tem, and he will be completely reformed. 

On the other hand, every spoiled or indifferently broken 
horse— and their number is legion— is a living witness of the 
truth of the second proposition. 

The balky horse is a familiar example of the results of the 
deductive system of education. The driver has an idea of what 
he wishes the horse to do, but lacks the skiH to communicate 
that idea to the horse, and administers punishment to the horse 
for not knowing what has not been taught him. Hence, the 
horse, acting upon a natural impulse, rears, bucks, runs back- 
ward, falls down, or sulks and refuses to move, accordingly, as 



8 Introduction. 

the notion affects him. A few repetitions of this lesson and a 
full fledged balker is evolved. 

Whereas, by the "inductive," system, the horse is first in 
structed by means of a proper knowledge of his mental qual 
ities, in what to do and how to do it, whence there is no occasion 
for punishment 

The Inductive System of educating the horse is based 
upon the theory that the horse will willingly do any- 
thing REQUIRED OF HIM WHEN MADE TO UNDERSTAND WHAT 
HE IS ASKED TO DO, AND HOW TO DO IT. 

Hence, in breaking, or educating the horse, all that is nec- 
essary is to make him understand what he is wanted to do; and 
to show him how to do it. That is the "inductive system," 
pure and simple. 

Nor is punishment or harsh treatment necessary, but en- 
tirely foreign to the system. 

His actions are to be directed, controlled, and restrained— by 
repetition— a right or wrong act becomes a habit. 

Hence, in the education of the horse it is of the utmost im- 
portance, that his every action shall be right; and shall be re- 
peated until he has no disposition— no power— to refuse to obey 
the commands given him. 

Source of Vicious Habits. 

All the vicious habits of the horse are due to mismanage- 
ment—lack of skill and judgement— in many cases amounting 
to gross stupidity. The horse must not only be induced to do the 
right thing, but he must be effectively restrained from doing 
the wrong thing while he is being taught to do that right thing* 
Hence the value of the "grape vine hitch," the "head hitch," 
and the "stall hitch." 

It is simply wonderful how easy and rapidly the horse will 



Introduction. 9 

learn when properly treated, and his tasks are brought within 
the sphere of his comprehension. And it is equally wonderful 
how fast he will acquire vicious habits when improperly treated, 
which necessitates double trouble for their correction. 

THE HORSE LEARNS CORRECT OR VICIOUS HABITS BY THE 
REPETITION OF ACTS WHICH, EVENTUALLY, BECOME HABITS. 

About the most difficult thing to teach very many horses is 
to stop and stand quietly. And, in his efforts to inculcate this 
very essential habit, for lack of proper methods, the trainer of- 
ten, fails to accomplish the desired object, and through the 
means employed develops in his subject more serions faults — 
balking, running backwards, pitching. 

When the horse is once thoroughly broken, he will endure 
much abuse and wrong treatment, without his being spoiled. 
For his habits have been formed and thoroughly established. 
For example: A horse that is thoroughly well broken to pull 
may be overloaded, beaten and abused; his shoulders may be 
raw sores; and still, after all, he will pull his best, when given 
a fair chance, despite his sufferings from sore shoulders, lame- 
ness, or any other consideration. On the other hand, the parti- 
ally or indifferently broken horse, may be quite ruined, for a 
true puller, by overloading a few times; by trying to compel 
him to pull with an ill-fitting harness, or with the merest pimple 
upon his shoulder, to give him pain. The difference is in this — 
the one from force of habit, knows nothing but to pull when he 
hears the command; the other remembers his former pain or 
trouble, under similar circumstances, and repeats his former 
actions, and herein are involved the underlying principles of 
properly breaking the horse— he must be drilled upon every act, 
with its accompanying signal, until he knows no resistance or 
refusal— until he obeys automatically. 



10 Introduction . 

THE HORSE LEARNS TO DO A CERTAIN THING BY DOING 
THAT THING, NOT BY DOING SOMETHING ELSE. 

Controlling 1 the Horse. 

The horse's ignorance is the trainer's strongest hold— the 
secret of his success. And happy is the trainer if that ignor- 
ance is complete. For then there are no wrong impressions to 
eradicate before the right can be inculcated. If the horse is 
haltered for the first time, and, at once, tied fast before he has 
learned the use of the halter, and become submissive to its re- 
straint, he is very certain to pull upon the halter, and make 
frantic efforts to effect his release. Whereas, if, before tying 
him fast, he has been educated thoroughly in the use of the 
halter, no matter how restive he may become, h? will make no 
determined effort to break away. But, if this preliminary edu- 
cation is neglected, and the horse repeats his first pull upon the 
halter a few times, he is quite liable to develop into a chronical 
halter poller. 

If the first, or any subsequent time before he is well broken 
to pull, the horse is overloaded, becomes restive, flies back in 
the harness, and refuses to go up into the collar and pull stead- 
ily, he has taken the first step to become a confirmed balker. 
This act has only to be repeated often enough, and he is com- 
pletely spoiled. 

Suppose you attempt to examine the horse's mouth, per- 
haps, to ascertain his age, and he resents this familiarity, by 
simply tossing his head; you make another attempt he again 
successfully resists by tossing his head; he has now acquired 
the "cue" to successful resistance, and may persist in the habit 
as long as he lives, if no systematic efforts are made to over- 
come it. 

There are various other equally annoying ways horses have 



Introduction. J 1 

of resisting having their mouths examined— rearing, striking 
palling back— all acquired by a repetition of their first act of 
successful resistance. Hence, the vital importance of effective 
restraint and control, in the incipient stages of any, and all 
overacts of insubordination, however insignificant, for, by repe- 
tition they become life-long habits, more or less annoying. 

The Runaway Horse 

Is a striking, and often disastrous example of the effect of 
the repetition of a wrong act, for it is a well known fact that 
the horse that has even once indulged his predisposition to run 
away, can never, thereafter, be trusted. And. when the act has 
been repeated a few times, it becomes quite impossible to re- 
strain him, in the presence of the inciting cause. Whereas, if 
the horse had been subjected to the proper treatment, previous 
to his first indulgence^ he would have been entirely indifferent, 
to the cause which had so excited his terror. 

It is unnecessary to indulge in a protraced argument to 
prove that most— at least a large percent— of the horses sent to 
market are indifferently, and many viciously broken. It is only 
necessary for one to observe the operations of "the hitching 
gang" at the Union Stock Yards horse market, for a time, to be 
convinced of the affirmation of the proposition. 

Like all other branches of business in which men engage 
for gain, the farmer and the breeder raise horses for profit. 
And like all other enterprises, the better finished, and the better 
adapted the product is to its intended purpose, the more valu- 
able it is, and the more ready its sale. This is doubly true of 
the horse, and so generally true is it that horses sent to market 
are lacking in proper education, or viciously broken, as to cast 
a depreciating suspicion upon all. Even though when tested, 
and no overtact of viciousness is developed, yet there remains 



12 Introduction . 

a suspicion, a distrust which militates against the value of the 
animal. But when horse after horse is tested, and shows his 
verdancy, or viciousness, then suspicion merges into a reality, 
re-acting adversely upon the value of all the horses on sale. It 
is impossible to approximate the aggregate loss to the trade re- 
sulting from this overhanging cloud of suspicion. Many of 
these horses are utterly worthless being but a source of per- 
plexity to their owners. 

Suppose every horse offered for sale were known to be 
thoroughly and reliably broken— not as horses are so called 
broken, but as horses should be broken— perfect models of in- 
telligent horse-hood: then the intending purchaser would not 
have to take into consideration the contingency of the horse's 
conduct at all. 

Now, this is a practical problem which farmers and breeders 
have in their power to solve for themselves; and to their own 
great advantage. It is for them to say whether they shall con- 
tinue in the same old ruts, or consult their own interests, and 
that of all who have to do with the horse, by putting into prac- 
tice the more rational and up-to-date methods. 

There is yet another problem of vital importance to be con- 
sidered, and met, in connection with the horse interests — that 
very formidable rival— the automobile. And, perhaps, the most 
insurmountable obstacle in the way of the horse's continued su- 
premacy as a motory factor for business and pleasure, over his 
more docile and tractable competitor, is the long trail of blood 
and disaster in the wake of his runaway contingent. If he is to 
hold his own, in any measure, he must at once, and forever' 
eliminate from his future escutcheon this baleful propensity. 

Now, while accidents arising from runaways are so common 
as to be reckoned unavoidable, the fact remains that in every 
case a runaway is the result of incompetency on the part of the 



Introduction, 13 

one who broke the horse, improper education or incomplete edu- 
cation. Education, in its more comprehensive sense, is the bet- 
ter term to use. 

The great mistake consists in the fact that the horse's edu- 
cation is concluded when it is but fairly begun; he is taught to 
start and to stop; to go forward and perhaps backward; to turn 
to the right and to the left; and here his education ends. 
Whereas, he should have special instruct'ons to prepare him for 
all possible emergencies that he may be called upon to meet; 
the wagon or carriage turning over or breaking down; the un- 
hitching or breaking of the ban ess, whereby the vehicle is sud- 
denly forced upon his heels or quarters; and all similar accidents 
which are liable to occur during his varied and eventful life. 

It may be said that the life and the limbs of the whole hu- 
man family are in jeopardy from the viciously educated horse; 
for it is not necessary for one to engage in his use to meet death 
at his "hands." Only go upon the street at night or high neon, 
and a runaway horse is liable to dart from an alley or cross 
street and run you down to your death. Hence the vital impor- 
tance of giving special attention to these features of the horse's 
education. 

To be sure all these branches require special instruction, 
by competent teachers, with other implements than the whip 
and club. 

By way of illustration, imagine a fine, spirited young horse 
of, perhaps, more than ordinary intelligence. He has received 
the ordinary course of primary instruction given young horses 
in "breaking," and has always deported himself in the most 
decorous manner; consequently, is considered safe, as horses 
go, until some emergency arises wherein his education, or lack 
of education, is put to the test. Suddenly, while descending a 
declivity, the breast strap breaks; the carriage is forced upon 



14 Introduction. 

his heels; instantly the erstwhile dooile animal is transformed 
into a most desperate and unmanageable brute. He follows his 
natural instinct to flee from what frightens him, and to employ 
his heels in the destruction of a real or imaginary foe. Where- 
as, a few special lessons administered for the special purpose of 
acquainting the horse with the harmless character of such oc- 
currences, and how to act his part in such emergencies, catas- 
trophies of the kind may never occur. The horse is capable of 
very great accomplishments; and it is only a species of criminal 
negligence which permits his education on these most impor- 
tant points to be so sadly neglected. 

The time was, and not long since, when the horse, aside 
from the railroad, was about all the terrestrial locomotive pow- 
er available. Then one was almost obliged to take a chance 
with fate. But with the advent of the bicycle, th3 electric car, 
and still more so the automobile, the necessity for using the 
horse is fast passing away. And if his use, and usefulness is to 
be continued, there must come a revolution in his education, 
whereby as many as possible of his undesirable qualities may be 
eliminated from his attributes. 

The horse of the future must be quite a different animal 
from the horse of the past, otherwise" the passing of the horse, " 
will be much accelerated. 






THE INDUCTIVE SYSTEM. 



EXPLANATION —What I have chosen to call "The Inductive System" 

of educating the horse lias been in partial practice from time immemorial: 
hut not as a system— only incidentally. As a scientific system, every species 
of punishment and abuse is entirely eliminated, and the horse is "induced" 
rather than coerced, to yield, or to perlorm an act. and from the first, his 
confidence and regard is to be cultivated, and never a cause sjiven him to 
distrust man. His domestication is to be made complete, to insure which, his 
education should be commeuced when but a few days old. See "Treatment 
of the Foal." But no matter when begun, the same kind, considerate treat- 
ment must be vouchsafed him. 

THE inductive system of educating the horse is based upon 
these fundamental principles: the horse is a creature of 
habit; he is governed by his natural timidity, actuated by 
impulse, and destitute of reasoning faculties; he has a very 
retentive memory; with him, repeated acts become fixed habits 
— right or wrong; when by proper restraint, and direction, he is 
induced to do the right thing and not allowed to do the con- 
trary, that becomes his habit and incentive to action. This sys- 
tem assumes that the horse is ever ready and willing to do what- 
ever is required of him if it is only brought within his compre- 
hension. And when he fails to do the right thing it is not from 
any perversness on his part, but lack of skill in the trainer to 
make him understand what is desired. And to punish him for 
his apparent perversity is evidence of the ignorance on the part 
of the trainer. What would be thought of a school teacher who 
should call up a pupil — a beginner— and punish him because he 
was unable to pronounce, or spell a word that he had never 
before seen or heard of ? By common consent, such a teacher 
would be pronounced drunk, a fool or a knave, and utterly unfit 
for his occupation. 



16 



The Itiductive System. 



The same is doubly true of the trainer who is guilty of pun- 
ishing the horse for not knowing what he has not been taught. 
And such a trainer has no place in the inductive system. 

If the horse is to hold his own in the fierce competition with 
the various mechanical locomotive devices, he must be placed 
upon his best behavior. He must leave off all his time honored 
vices; and the inductive system of education is the only avail- 
able means for accomplishing the desired end. 

Hard To Bridle, 




ILLUSTRATION NO. 1. 



Many horses are hard to bridle; while many resist having 
their heads touched, or handled in any way. 

Sometimes the trouble is about the ears or top of the head; 



The Inductive System. 17 

some horses there are that make no resistence to being bridled, 
but resist having their mouths touched or examined. 

These various forms of the same general vice have all 
resulted from the repitition of a simple aU of successful resist- 
ance, which like all other vices of the horse could have been 
much more easily prevented at the out set than overcome after 
having been practiced indefinitely. It is the repetition of the act 
that develops, and confirms the habit. 

TREATMENT. 

The treatment is similar for all such cases. Back the horse 
into a strong stall— see illustration 1— put on his head a strong, 
five-ring halter; have a tie ring, or staple near the bottom of 
each side of the stall; another at each side of the stall about 
even with the point of the shoulder; and another on each side, 
about even with the top of the head. Now tie him up snug and 
fast w ; th this six guy ropes. The object of this arrangement is 
to make resistance impossible; at the same time teaching the 
horse that no harm will come to him by reason of having the 
oifending portions of his head handled. 

Now handle, rub, aud caress all parts of his head, giving 
particular attention to the parts and features where resistance 
is most pronounced: ears, nose, mouth, chin- bridle and unbri- 
dle repeatedly. This like all other items in the education of 
the horse is a matter of repetition— of how many times. 

When the horse has been thoroughly worked in this manner 
and has become tractable, back him into the stall, as before, but 
leave oif the guy lines. Buckle a foot-strap around each front 
ankle and fasten the feet together. Now pass the halter lead 
down under the ankle strap back up and tie it in the halter ring 
whereby the horse is prevented from lifting his head. Now 
handle the resisting parts of his head or bridle him as the case 
may be. If the horse has been thoroughly subdued, he does not 



18 



The Inductive System. 



figure out the difference between the two hitches, but will yield 
to the latter. 

After he has been worked a few times with the foot hitch, 
that may be left off and the lead strap only brought round the 
front leg near the shoulder, and back up to the chin strap and 
held fast or tied. 

A two fold object is subserved in this process of treating the 
horse: he is forced to submit to passive control, while he learns 
his fears of harm are groundless. 

During the operation teach, him to eat sugar. Open his 
mouth and administer a small quantity of fine, or granulated 
sugar with a spoon; repeat this a few times, until he seems to 
relish it. Soon he will lick it from your hand; and later he will 
eat lump sugar. 

Also, frequently give him a few bites of oats. His appetite 
is the source of a most powerful appeal to the horse's intelli- 
gence and affections. 

The object of this treatment is to disabuse the mind of the 
horse of impending harm; reassure him, and cultivate his con- 
fidence 

As this schooling progresses, his wild, scared, vicious 
look will gradually change to one of satisfaction and antici- 
pation. 

The number of times the horse is to be treated to the "head 
hitch," must be determined by the character of the individual. 
In some cases two or three treatments may suffice to effect a 
cure; while others may require several times as many— the 
number like the state prison sentence is indeterminate. But is 
to be repeated until a complete reformation is effected. And 
even then the culprit is to be released upon "parole during good 
behavior." However, when once the horse is fully reformed 
there will be no back-sliding, except from cause. 



The Inductive System. 

Stall Hitch. 



19 




ILLUSTRATION NO 2 

The horse that is green, or vicious, in the stall, is really 
quite dangerous; and the management of such a one is often a 
perilous undertaking. 

TREATMENT. 

First give the horse thorough and repeated work in the 
grape-vine hitch when practical. This tames him and gets him 
accustomed to being approached and handled on all sides. 

Before it is safe to enter the stall with a green horse, he 
must be taught to stand over to the opposite side; for if you 



20 The Inductive System. 

undertake to squeeze in by his side, he is very apt to crowd you; 
and even bite and strike. 

To give the horse his preliminary stall education, tie him up 
short to the side of the barn, or a fence post, where he will be 
restrained from running round. Now take a fair sized rope 
twenty -five or thirty feet long; make the center of the rope fast 
to the post, or where the horse is tied, and bring a loose end of 
the rope back on each side of the horse. Now take one of the 
ropes while your assistant takes the other, and step to the rear 
of the horse — back out of danger as the horse may possibly kick 
at first. But if he has had proper work in the grape-vine hitch, 
he is not apt to kick now. Say "get over," at the same time 
forcing him over to the right or to the left. Then work him 
over in the opposite direction. — If he shows a disposition to kick 
or offers much resistance, strap up a front foot with the knee- 
strap.— Work him over one way, and back the other, at each 
move saying: "get over," until he steps over promptly. 

Now let your assistant take the ropes while you, approach- 
ing the horse after the manner of entering the stall, place your 
hand upon his hip and repeat: "get over," at the same time 
pressing upon his hip, or slapping him, while your assistant 
brings him over with the rope. Work him back and forth in 
this way until he will respond readily without using the rope. 

When given a sufficient amount of this preliminary work, 
the horse may be tied in the stall 

It is always best to handle the horse first in a large, or double 
stall; afterwards in the single stall. 

Take the rope that has been used to give him his prelimi- 
nary work, or a similar one; fasten the middle of this rope to 
the tie-ring of the manger, and bring an end back over each side 
of the stall. Now lead the horse into the stall, and tie him 
up quite short. 



The Inductive System. 21 

Give the horse a work out in the stall similar to his prelimi- 
nary lesson. 

Perhaps so much detail in this particular connection appears 
unnecessary. But not so. It is this very lack of essential de- 
tails in the education of the horse that has been the source of 
the trouble and disasters connected with his use. 

But to proceed. Take the rope on the left hand side of the 
horse, carry it across behind him, bring it around the right hand 
rear stall post, draw it up snugly and fasten it securely. See 
cut 2. The horse can now neither run back, move forward, 
kick, or crowd. 

Now go in and out beside him; handle him and talk to him. 
After a little treatment of this, kind, loosen up the rope, carry 
it back in place, and bring the horse over with the right hand 
rope, and treat him in a similar manner upon the right hand 
side. 

Continue this, alternating sides for a time. Teach the horse 
to stand over in the stall by the use of the rope, accompanied 
by the command "get over;" and the signal of the hand upon 
his hip, as before explained. 

During this work with the horse, at each time, on entering 
the stall carry a measure of oats and give him a bite or two — 
this will be quite effective in gaining his confidence. 

By this arrangement, the horse can be secured so that his 
stall can be entered with safety. 

By tying him over, going in his stall, feeding him from the 
measure, and carressing him and talking to him, he will soon 
become gentle and glad to see you. 

While it is far better to work out all green horses in the 
grape vine hitch, it is not absolutely necessary before educating 
them in the stall. 



THE GRAPE VINE HITCH. 



Superior to all other Devices for Subduing* and 
Controling* the Horse. 

IT has been the general practice, from John S. Rarey, the 
pioneer horse tamer and trainer, down to the present time, 
to throw the horse as the principal means of effecting 
his subjugation, and for the purpose of enforcing submission 
to certain educational tests for the purpose of overcoming his 
natural timidity and idiosyncracies. Nor has the practice been 
lacking in marked success. But "the world do move" and, like 
all other antiquities this process must give place to the superior 
device— the grape vine hitch. 

The merest novice will, at once, appreciate the great ad- 
vantage of subjecting the horse to the various educational tests 
while standing naturally upon his feet, over that of lying prone 
upon his side. To say nothing about what can be done in the 
way of harnessing, bridling, hitching, saddling and riding him. 

The first essential in the successful management of the 
green or unbroken horse is to be able to circumvent any and all 
his efforts at resistance while administering passive treatment 
to overcome his timidity and reassure him. 

ARRANGEMENT AND USE OF THE GRAPE VINE HITCH. 

Ry reference to the accompanying illustrations the arrange- 
ment of this device will be readily understood. 

The essential parts of this device are two upright posts set 
from four to six feet apart to which to securely cross tie the 
horse; two strong ankle straps, which should be padded or made 



The Grafc \^i?ic Hitch, 



23 




IIXUSTRATION NO. 



24 The Grape Vine Hitch. 

as smooth as possible, for the hind feet; each ankle strap to be 
furnished with two strong rings; two ropes each fifteen or 
twenty feet long with which to anchor the hind feet from the 
rear, and two stout pegs or iron pins to which to fasten these 
ropes. Then two more ropes twenty-five or thirty feet with 
which to fasten the feet from the front, and two stout pegs or 
iron pins to which to fasten these front ropes. Then a short 
rope or strap with which to fasten the feet together — ten or 
twelve inches apart. And two short ropes and two more pegs 
or pins to secure the feet from each side. 

The object of this device is to secure the horse perfectly, 
upright upon his feet so that every thing done to him— and he 
will think they are many before he has done with them— shall 
be presented to him in a natural way while he stands upon his 
feet, and not while prone upon his side as is the case when the 
horse is thrown. 

Now lead the horse into position, and cross tie him to the 
posts as indicated. In the cuts, four posts are used, fastened at 
the top; while this is a preferable arrangement, it is not necess- 
ary to use but the two posts. Pulleys are also used to the more 
readily draw the ropes taut; but they are not necessary, but 
useful. Put on the ankle straps, adjust the ropes, and pin him 
firmly to the earth. In order to get the best results, it is quite 
essential that the horse make a fight with his "environment." 

It is also essential that every part of the surface of the 
horse be handled and tamed. If the horse is quite wild and 
nervous, he is to be handled carefully and gently at first. Let 
a man commence on each side of him, at the same time, begin- 
ning at his ears, handle and rub him all over— neck, breast, legs, 
back, belly and tail— all the while talking to him— "ho boy;" 
i 'take care boy;" "never mind boy." Kepeat this over and over, 
beginning at his head again and again, until he is fully assured, 






The Chafe Vine Hitch. 



25 




ILLUSTRATION NO. 4. 



2f) The Grape Vine Hitch. 

and has become docile. Now throw a blanket over him. This 
will startle him, and he will resume the fight. Handle and 
quiet him as before. Keep up the work with the blanket until 
he comes to disregard it. 

Get on and off his back from both sides, and from behind. 

Continue this passive treatment with the use of umbrellas; 
rattle-boxes; sacks rilled with straw; tin pans: sleigh bells; 
newspapers; drums; anything and everything at hand; working 
them over, under, and about the horse until he becomes recon- 
ciled and ceases to resist. 

This treatment should be administered in several or many 
lessons according to the requirements of the particular subject. 

Now educate the horse to being bridled and harnessed. 
Put on and take off the bridle repeatedly. Continue to put it 
on and take it off until the horse has become entirely reconciled 
to both operations, and offers no resistance. 

Now educate him to being harnessed in the same way: Put 
on the harness and take it off repeatedly. Put it on, adjust the 
crouper and take it off a number of times. Put on the breast 
collar, and tie up the tugs snugly in the breeching, and repeat. 
It is repetition— how many times that effects the education of 
the horse. 

The cart may now be run up and the horse hitched up — 
still confined in the hitch. Shake the cart, tip, and carry it from 
side to side; get into the cart adjust the lines; drop the rattle 
box, sacks of straw and newspapers at his heels, round and un- 
der him. 

By subjecting the horse to all these tests sufficiently often 
while he is so confined that he can offer no resistance, he will? 
eventually, lose all disposition to offer resistance— it will have 
been educated out of him. As els where remarked, the success- 
ul education of the horse must partake of the characteristics 



The Graf>c Vine Hitch, 



27 




ILLUSTRATION NO. 5. 



28 



The Grape Vine Hitch. 



of a progressive schooling. The mistake made by the ordinary 
"horse breaker" is that he attempts to do the whole thing at 
once. He manages to get the harness upon the green horse. 




ILLUSTRATION NO. 6. 



hitches him up and tries to beat a finished education into him, 
all at one lesson. 

The grape vine hitch is invaluable in the treatment of most 
kickers, and shyers, as a means of passive subjection. 



The Grape Vine Hitch. 29 

Cuts 3, 4, 5 and 6, illustrate the many ways in which the 
'grape vine hitch" may be used to educate the horse in docility. 

Habits are the result of repeated acts. These acts may be 
right or wrong. If right, right habits are formed If wrong, 
wrong habits. Hence, the importance of having such means of 
control as the grape vine hitch, the head hitch and the stall 
hitch. 

There is scarcely a young horse living, no matter how well 
broken in the ordinary way, that would not be greatly benefitted 
and rendered far more safe and tractable by a thorough course 
in the grape vine hitch. 






HOW TO CURE THE HALTER-PULLER. 



IE the horse has been properly handled in breaking to halter he 
will never become a halter puller. But if his education has 
been defective, and has resulted in making a halter-puller 
of him, he may be treated as follows, see cut 7. Take a five-eights 



Pi N? 










^ 










' f ■ .*—*h* 


'W 


„ 


■fe ■-..,. 




1 p 1 








1 


s4B\\\ ^^ 


1 


Billiii 


, « 





ILLUSTRATION NO. 



inch rope about twenty feet long; tie a small loop in one end of 
the rope, and make a slip noose round the horse's body just in 
front of the hips, bringing the knot under the center of the body. 



How to Cure the I/alto -Pulley. 31 

Now pass the loose end of the rope forward, between the horse's 
front legs, up through the chin ring of the halter, and tie him 
fast in the stall or to a post. Now, provoke him to pull back 
by making demonstrations in front of him. He will make a 
number of efforts to free himself, but will soon give it up. 

It will be best to tie him in this way for several days, when 
the habit will be entirely overcome, and he can be tied in the 
usual way. 

How to Tie Up the Green Horse. 

The green horse or colt may be tied up with all safety after 
the manner described for the halter-puller. Indeed this is the 
surest way to tie him to insure his never developing into a 
halter-puller. 

However, it is usually safe to tie the green horse up in the 
stall, with a good strong halter, providing a rope is stretched 
behind him so he cannot come back on his halter before he has 
learned to vieid to its restraint. 






BREAKING THE HORSE TO HARNESS. 



SINCE the principal use of the horse is to work ar»d drive in 
harness, the most important department of his education 
pertains to that feature. Nor can its importance be 
over estimated when the difference between the value of an 
intelligent, tractable, well broken horse, and one that is indif- 
ferently or viciously broken is considered. 

If the horse is wild, nervous or restive, he should be worked 
out in the grape vine hitch. And whether he is or not it will 
be good for him, as precaution against accidents, while it gives 
him a safe introduction to the cart, but does not directly teach 
him the art of driving. 

There are many different ways by which the horse may be 
initiated into the mysteries of driving, any of which may result 
successfully providing they are applicable to the nature and 
understanding of the horse. 

Supposing the horse to be broken to lead, and fairly tame: 
Put on him a set of good, strong, single harness, tying the tugs 
quite snugly into the breeching rings Now put on him an 
open bridle with side check— no over check should be used on 
the horse until he is well broken. The bit may be an ordinary 
joint or snaffle, with side yards; or, if the horse is inclined to be 
wild or restive, it may be well to use a Sanborn, Wilson or 
Rockwell bit. 

At first, do not check the horse at all, or at most very loosely 
until you ascertain if he is disposed to fight the bit. Have a 
good strong pair of lines of extra length. Snap or buckle the 
lines into the bit, but leave them entirely free from the harness- 



Breaking the Horse to Harness, 33 

The best place to first work, or train the horse, is in a small 
paddock, or enclosure, from fifty to a hundred feet in diameter. 
And, if convenient, it is best to have the help of an assistant. 
The all-important thing is to show the horse just what you 
want him to do; how to do it; and have him do it: and repeat 
it until he fully comprehends what is required of him, avoiding 
all confusion, and harshness. 

Supposing you have the desired enclosure, and the assist- 
ant: Having the horse harnessed as directed, have your assist- 
ant lead him into the enclosure, and a few times round it to 
the left, while, with the left line free pending from the bit, and 
the right line crossing the neck near the shoulders, you drive 
him along, the while clacking to him, and telling him to "get 
up," "go long.'' After going a few times round, have your as- 
sistant stop him by means of his halter lead, while at the same 
time you check him by means of the lines, and say "whoa." 
Then both approach him, caress and handle him, and compel 
him to stand for a time. 

After working him for a time in this way, reverse sides and 
work him in a similar manner to the right. See cut No. 8. 

As soon as the horse has acquired the proper notion of go- 
ing around the enclosure, which often requires but a few 
minutes, your assistant may tie up or remove the lead strap 
from the halter, and, later, when the horse has acquired a pretty 
definite idea of what is required of him, tie the lead strap to the 
center of the breeching behind, and teach him to draw— gradu- 
ally increasing the force used until the horse will readily draw 
the force of both assistant and trainer. As simple as this pro- 
cess appears to "be, and so easy of performance, yet, when 
practiced as here described, the whole foundation for the speedy 
and effective education of the horse is laid. In fact, the horse 
has only to go on practicing what he has here learned, and his 



34 Breaking the Horse to Harness. 

education is complete, so far as that of the ordinary horse is 
concerned. 

He has learned the use of the bridle and lines; the signals 
to start and stop; and to draw a light load If he is to be used 
single, he must learn to work in the shafts; if double, he must 
learn the use of the wagon tongue. 

Whether or not you have the desired enclosure in which to 
work the horse, the principles upon which he is to be worked 
and the manner of working him is to be practically the same. 

If you have not the enclosure, you must take him into the 
open field; or onto the highway; only more care must be exer- 
cised to prevent his getting away from you. 

In any case, where the horse is wild or restive, whether 
you work him in an enclosure, or in the open -especially if in 
the open— it is best to put on the single foot rope to teach him 
to stop and stand. The all-important point is to make the 
horse think he must do what is required of him, before he, by 
practice, learns the contrary. 

Supposing at any time you are driving the horse with the 
lines arranged as before described, and he should refuse to be 
controled and start to run: you can drop one line, apply all 
your force upon the other, and cause him to face round and 
stop. Whereas, if the lines are in the terret rings, or shaft lugs 
this could not be done. 

Time Given Preliminary Work. 

The amount of time devoted to this preliminary work is to 
be determined by the character of each particular horse— there 
is far more danger of its being too little than too much. 

On the farm where there is no necessity for hastening the 
breaking of the horse, one or more lessons each day, given at 
odd times, will very shortly suffice. 

But, in case you are to make a business of breaking one or 



Breaking the Horse to Harness, 35 

more horses— two can be broken in about the same time as one, 
since the one cannot be worked to advantage, more than half 
the time— if one, work him half an hour, then let him rest half 
an hour; if two, work and rest each alternately half an hour 
You must understand that the time mentioned— half an 
hour— is only approximately correct. But is to be varied ac- 
cording to circumstances. 

Double Object Subserved. 

This preliminary work given subserves a double purpose- 
general and specific: it gets the horse under control, makes 
him tractable, and at the same time teaches him directly what 
is required of him. Every time the horse responds intelligibly 
to the command to start or to stop, or yields to the pressure of 
the rein to the right or the light; he has further developed, or 
intensified the essential steps leading up to his ultimate edu- 
cation. 

Further Illustrations. 

Since so much of success depends upon the small, simple 
details usually overlooked by the ordinary trainer, at the risk 
of repetition— for the whole success in breaking the horse is de- 
pendent upon repetition— essentially the same ground may be 
covered again, from a different standpoint. It is very impor- 
tant that the horse should stand quietly while being harnessed 
and hitched up. Supposing you are about to harness the horse 
preparatory to giving him his first lesson in driving, and the 
place is on the barn floor or gang-way. Stretch a strong rope 
across the space, having a ring fastened in the rope conven- 
iently oppos te the center of the barn door, to which the horse 
is to be tied. If the horse be restive, and refuses to stand while 
being harnessed put on the single foot strap, or knee strap, 
take up a front foot and compel him to stand. Now, do not 



36 Breaking the Horse to Harness. 

throw the harness across his back in such a manner as to 
frighten him, but place it upon him carefully and gently. 
Put on the crouper, adjust the harness and buckle up the belly 
band loosely. Put on the breast collar and bridle— all quietly 
and carefully. Now, take the harness off and put it on several 
times, till he has become quite accustomed to it, and offers no 
resistance. It is not enough to simply put the harness on the 
horse once, as is usually done, but put it on, adjust, and take it 
off; then put it on again, giving him thorough practice in this 
important branch of his education. If, at this early stage in 
his education the horse is taught to stand still while being har- 
nessed, it becomes a fixed habit with him. While if he acquires 
thus early, a restive habit, that becomes his subsequent rule of 
action. 

The same repetition is to be observed in familiarizing the 
horse with the bridle — put the bridle on and take it off repeat- 
edly, until he has become fully accustomed to it. All the while 
compelling him to stand, which, if he will not do otherwise, 
fasten up his front foot. 

Having fully familiarized the horse with the process of har- 
nessing and bridling, he is ready to take his first lesson in 
driving. 

The horse is now standing cross tied -or tied to a rope 
stretched across the barn door— harnessed, with the tugs tied 
snugly in the breeching rings; has on an open bridle with side 
checks, either not checked up at all or very loosely; the lines 
snapped into the bridle, but in no way connected with the 
harness; he moy or may not have on the single foot strap— this 
to be determined by the character of the horse. Now take the 
foot strap in your right hand and the lines in your left, have 
your assistant untie the horse and lead him out of the barn. 

Now there are but a few things necessary to be taught to 



Breaking the Horse to Harness. 37 

the horse— very simple and easily taught, yet of the utmost im- 
portance. 

The horse is supposed to be in the open ground, or, perhaps 
upon the public highway. 

Details of the Work. 

Teaching the word " Whoa." Your assistant taking a short 
hold upon the lead strap leads the horse out of the barn walk- 
ing a little to the left and in front of him After moving along 
for a few rods at an understood signal (simultaneously) your 
assistant stops, you take up the horse's foot by means of the 
foot strap and say ' Whoa!" and the horse is brought to a sud- 
den stand still. After standing for a few minutes start the 
horse along again, repeating this lesson until he has acquired a 
pretty correct idea of the meaning of "Whoa! ' 

It is immaterial whether the horse is moved forward in a 
straight line or in a circle, when receiving these lessons; but it is 
all-important that he be compelled to stop and to stand. After 
he has been repeatedly stopped by means of the lead strap and 
the foot strap, gradually introduce the use of the lines; and 
finally the lines only, discarding the other appliances. After 
working him for a sufficient time to give him a fair understand- 
ing of what is required of him, let your ass stant step to the rear 
and take the foot rope while you further instruct the horse in 
the art of driving; repeatedly stopping him and approaching 
him from both sides, handling and caressing- him. 

As before remarked, it is immaterial so far as teaching the 
horse to stop and to start is concerned, in what direction he is 
driven. But an important feature of his education is compre- 
hended in driving him around in a circle to the right and to the 
left. It is also desirable to change the diameter of the circle- 
some times wide and again narrow. When the circle is quite 



38 



Breaking the Horse to Harness. 



narrow the inside line pending free from the bit, acts as a lead 
strap, teaching the horse to make a short forward turn, which 
will be much help to him, subsequently when he is hitched in 
the shafts—as will be explained further on. 

When the horse is brought sufficiently under control the 




ILLUSTRATION NO. 8. 



foot rope may be discarded and the horse controlled wholly with 
the lines. 

When working the horse in the open ground or upon the 
highways after he is fairly under control, work him over a 
small track in the form of the figure "8" by which means he 



Breaking the Horse to Harness. 89 

will be turned alternately to the left and to the right at eaeh 
circuit of the track. 

The Amount of this Preliminary Work 

to be given must be determined by the needs of each particu- 
lar horse; but in all cases sufficient to thoroughly educate him 
so far as attempted. Indeed this is the foundation well laid 
for all his subsequent work. 

Usually thirty to forty minutes is long enough for a lesson 
with about the same interval for rest. 

If you have two horses to break work them alternately. 
If three or four work them in succession, varying the time 
devoted to each according to his requirements. 

With some horses from three to five preparatory lessons 
may be sufficient: while with others several times as many 
may be given with advantage. No fear of giving too many 
for you are preparing the horse for his life woik. And his 
future usefulness depends largely upon his early education. 

Hitching the Horse Single. 

The horse is now ready to be hitched double or single. 
But supposing the design is to hitch him single. Bring him 
out upon the barn floor facing the door and tie him fast and 
short in his accustomed place and harness him as usual. It 
is best to put on him an ordinary kick strap— or a Sisson kick 
strap if you have it— at first and keep it on until all danger 
of his kicking is passed. The way to avoid accidents is to 
anticipate them. It is possible that the horse may take fright 
at the shafts or some other object and kick over the shafts 
and cause much damage. 

If the horse has been thoroughly drilled as described, he 
has now really only to learn how to work in the shafts— he 



40 Breaking the Horse to Harness. 

has learned the use of the bridle, the line^, breeching, collar 
and also to draw a light load. 

Bring up the cart and hitch him up carefully and quietly. 
If he is restive and does not stand quietly take up one foot— 
the important point is for him to learn to stand while being 
hitched. 

When he is all hitched up let him remain tied fast and if 
necessary let his foot remain up; let your assistant stand at 
his head to quiet and restrain him, while you get into the 
cart, take up the lines, work the springs up and down, get 
out, shake the cart causing the shafts to rub his sides. Geo 
in and out of the cart a number of times. 

Now unhitch the horse, lead him back to the stall, let 
him stand a few minutes, then bring him out again, hitch 
him up as before. Repeat this operation until he has become 
quite familiar with the process of hitching up and unhitching. 

DriviDg* to the Cart. 

Now hitch the horse to the cart — it is always best to have 
some kind of a break-cart, with long strong shafts— take the 
lines and your position behind the cart; let your assistant 
untie the horse and lead him slowly and carefully out of the 
barn. 

If in any case there are doubts about the manageability 
of the horse, put on him the single foot strap. 

Now take the horse to where he has been accustomed to 
doing his circular work. Work him around the circle both 
ways as in his preliminary work. When he has got fairly to 
going take hold of the cart with one hand and gradually force 
him to pull more than the cart. If at any time he seems dis- 
inclined to draw push the cart after him. It is only necessary 



Breaking the Horse to Harness. 41 

to have him think he can draw it and help him a little, per- 
haps, and show him how and all will be well. 

At the proper time, which will be determined by how he 
takes his work, get into the cart and allow him to draw the 
additional weight. Later on your assistant may fall back at 
the side of the horse and gradually shift his position back till 
he takes his place behind the cart, and later, upon it But, 
at any time that the horse gets confused, stops or refuses to 
turn the desired way, he must receive prompt assistance— 
don't try to force him under any circumstances, at this early 
stage of his education, and later it will be entirely unneces- 
sary. Lead him out of his trouble. 

Work the horse in this quiet, considerate way for thirty 1 
forty or sixty minutes, according to the prevailing conditions 
—if you have the time, and the horse takes his work kindly 
and does not seen to tire, why then his work may be continued 
much longer than otherwise. It is only a loss— or worse than 
loss of time to continue to work the horse when he is excited, 
nervous or much tired. 

Bear in mind that if the horse is hitched and given a les- 
son of thirty minutes, alternating with thirty minutes rest 
throughout the day, he will have learned far more than if 
hitched up and worked the entire day. 

To Illustrate: Suppose you hitch the horse at seven 
o'clock in the morning and begin his work. At noon he will 
have been harnessed five times; will have been hitched five 
times; will have had five lessons in driving; will have been 
unhitched and unharnessed five times. 

Now give him an hour off for noon and duplicate his fore- 
noon's program in the afternoon, and the result will be a quite 
well-broken horse. 

This is the "inductive" system— the system by which the 



42 Br€ahing the Horse to Harness. 

horse is educated step by step by the method that appeals to 
his intelligence, every act required of him is so presented as 
to be comprehended by him and then by repetition he comes 
to respond cheerfully to all requirements. 

Nor is there any direct punishment of any kind embraced 
or provided for in the system; or even harshness. In certain 
cases where restraint is necessary some pain may be unavoid- 
able; but none inflicted intentionally. 

Whereas, if the green horse is simply hitched up, shigle or 
double, the whip applied — which is the manner of the ^de- 
ductive system" — and driven or worked all day, he is a very 
tired or exhausted horse that knows but little more abrut 
driving than he did at the expiration of the first thirty min- 
utes' work. For when the horse becomes tired his mind be- 
comes torpid and he ceases to learn. For this reason it is 
quite possible to work the horse for several months on the 
farm and yet he will be far from being well broken. 

If, as is often the case, the horse at any stage of his 
schooling develops an aversion to being bridled, give him a 
course of treatment as directed for the horse, "Bad to Bridle." 
See cut JSTo. 1. 

At an early stage in the horse's education it is best to 
begin handling his feet. See "Handling the Horse's Feet," 
cuts 9 and 10 — and at each time the horse is harnessed and 
unharnessed take up and handle his feet all around. 

Use of the Whip. 

When the horse has been fairly started— has had a few 
lessons in driving, he is ready to become acquainted with the 
use of the whip. It is essential that he shall early learn to 
move away from the whip; but this is to be taught him by 
scaring him rather than by punishment. If he does not seem 



Breaking the Horse to Harness. 43 

to be sufficiently afraid of the whip and is slow to learn, put 
on him the single harness or bitting harness, turn him into a 
small paddock, chase and scare him around with the whip. 
A few lessons of this kind will usually suffice. 

Bitting the Horse. 

Before beginning to break the horse to harness it is very 
desirable that he be subjected to a course of bitting. It will 
be good for him to wear the bitting harness and bridle for 
two or three hours daily— not checked up but loosely. 

If he has not been bitted and the time has come to begin 
his education, he should wear the bitting harness at intervals 
when not otherwise engaged. 

Use of the Saddle Horse. 

It is often of much assistance, and in keeping with the in- 
ductive system, to use a saddle horse in teaching the beginner 
to drive single. An assistant mounted upon a saddle horse 
takes the long leading strap and by leading soon gives the be- 
ginner a good start. This is a very good method in almost all 
cases, and far the best way where the horse appears slow to 
learn— and stupid. 

Shaft Guard. 

The outside tube of a bicycle tire the single tube tire is 
best, being stilfer - which can be obtained at any bicycle repair 
shop, makes a good guard to prevent the lines from catching 
under the ends of the shafts. Cut a 28 or 30 inch tire in halves; 
take one half and slip the two ends over the ends of the shafts. 

How to Manage the Shying* Horse. 

The primary cause for the horse's shying is fear. Proper 
and judicious treatment will entirely overcome the habit, while 



44 Breaking the Horse to Harness. 

ignorant brutality will, as is frequently practiced, develop it 
to a vicious and dangerous degree. 

As stated elsewhere in this work, the horse is, by nature, the 
consummation of timidity and, coincidently, of fleetness. The 
two characteristics being co-existent, each having contributed 
to intensify the other. 

If the horse had not been exceedingly timid, he would not 
have his present conformation which is so well adapted to rapid 
locomotion. While it would be, indeed, very convenient to 
have the horse divested of his foolish and groundless fears, to 
those fears are due all his valuable and superior qualities. If 
the horse's environment had been, during his formative stages, 
less frought with dangers and alarms, he would not now be the 
agile, quick, fleet, beautiful animal he is, but correspondingly 
clumsy and stupid, for it is due to those prevailing conditions 
that those undesirable qualities have been eliminated from his 
nature. Hence, horse is a synonym for the super-combination 
for timidity and rleetness. From time immemorial the horse 
has fled precipitately from real and imaginary foes. This pro- 
clivity has left its impress upon his posterity, and finds express- ■ 
ion in the shying of the horse, and in the runaway horse. 

Doubtless, there was a time in the earlier periods of his ex- 
istence when flight was a necessary condition to self preserva- 
tion. But long after flight ceased to be an actual necessity 
force of habit and an active imagination was effective in perpet- 
uating the propensity, This is readily seen in the transforma- 
tion of the runaway horse. Every repetition of the act increases 
the temptation to runaway, until the animal becomes averitable 
monomaniac. 

The first offence is the result of a very common place acci- 
dent—the single tree falls upon tha horse's heels; a wheel comes 
off— the horse starts up suddenly, when, if the driver is unable 



Breaking the Horse to Harness, 45 

at once to control and reassure him, his alarm and flight are in- 
creased, lie soon becomes terror stricken, and blindly dashes 
forward in his efforts to free himself from the trammeling 
vehicle. Finally, mad with fear and rage, he comes into violent 
collision with some ob tacle, and is piled upon the ground 
bleeding, dirty and exhausted unable to extricate himself from 
the wreck and ruin he has wrought. 

Now, if the horse possessed even the smallest degree of 
judgment or reason, he must readilv peiceive that his distress 
and discomforture were due to his own'morbid imagination, and 
groundless fears; and he would resolve never to be so deceived 
again. But not so. He is manifold more disposed to run away 
on a recurrence of a similar accident than before; and his sus- 
ceptibility is measurably increased by each subsequent accident. 
Eventually, after frequent indulgences, running away becomes 
his sole business and aim in life. And once a horse becomes 
addicted to this vice he is never to be trusted. 

Not because it affords him any pleasure does the horse ac- 
quire and indulge the habit of running away, but because the 
ins inct of predominating fear has been implanted in his being, 
first as a necessary precaution to self preservation, subsequently 
from indulgence, and force of habit. 

The same sentiments actuate the shying horse. His fear 
and suspicion attains to superstition. He imagines every unfa- 
miliar sight and sound to be a lurking foe ready to pounce upon 
him and drag him to his death. 

While the horse is endowed with much intelligence and 
mental capacity along certain lines, the faculty of reason and 
judgment are quite wanting. 

AVhy should the horse have such a superstitious fear of a 
stone, or other similar object lying beside the road; of paper or 
other object rolling along the ground? It is not because that 



46 Breaking the Horse to Harness. 

he has ever been harmed by any such object; or that his imme- 
diate ancestors have been. But because it was the wont of his 
earlier progenitors, during the evolutionary stages of their 
existence, to flee precipitately for their lives, from lurking, 
prowling, and persuing enemies. And this habit has left its 
impress upon the mentality of their progeny, just as definitely 
as have they their physical conformation adapting them to rapid 
flight in which they excel, all terrestrial animals; also the result 
of indulgence for thousands of generations. 

Fear inducing the horse to shy, or impelling him to run- 
away, causes him pain and suffering— a timid person can read- 
ily appreciate the feelings of the timid horse. And right here 
is where the ignorant and thoughtless driver makes his fatal 
blunder— increasing the horse's alarm instead of allaying it, by 
applying the whip. 

While it is a fact that many horses can be forced up to 
objects, by the use of the whip, there are others that are ren- 
dered unreliable and dangerous by whipping for shying, and 
many lives have been sacrificed as a result. 

Hence, prudence will suggest that the proper method is the 
one that will succeed in all cases, rather than taking the chances 
of failure and disaster in a single case. 

TREATMENT. 

From the diagnosis of the case, the remedy is, at once, ap- 
parent. Tne horse is in no wise to blame for his timidity, not- 
withstanding it appears utter foolishness for a great strong 
horse's becoming terror stricken at a newspaper or an empty 
barrel or similar harmless object, than he is for his color- 
indeed he is to be pitied more than blamed. 

He is to be familiarized with objects which excite his fear? 
when his fears will vanish. It is a part— and a very essential 



Breaking the Horse to Harness. 47 

part -of the horse's education. This education is to be im- 
parted directly and incidently: To reassure the horse and to 
secure his confidence and respect. 

TREATMENT OF THE SHYING HORSE. 

When the horse becomes alarmed at any object however 
trivial, it causes him actual pain. How cruel then for the 
thoughtless and ignorant driver to add physical suffering to the 
helpless animal by beating him. Jt must be readily apparent 
that the proper way to overcome the propensity to shying is to 
remove the cause. The cause is groundless fear— overcome it. 

At the proper stage in the education of the horse he should 
be given some special lessons for the purpose of counteracting 
this natural disposition 

Place in the cart or wagon a number of articles -sacks of 
straw, papers, blankets, barrels — drive down the road and drop 
them out at intervals. Now turn rouud and drive back. On 
approaching the first object have your assistant get out and, if 
necessary lead the horse up to the object, pick it up and allow 
the horse to examine it. Drop it down and pass on to the next; 
handle it in the same manner; and so on with the entire num- 
ber. Now turn round and repeat the lesson; go over and over 
it again and again until the horse has become quite indifferent 
to the sight or presence of the objects. 

Now gather them up and distribute them in another locality 
and repeat. 

Thus the horse is given direct education. 

Incidentally the horse can be educated by taking him up 
quietly with reassuring language to all objects which excite his 
fear, allowing him to examine them and learn their harmless 
character. 

This treatment has a two-fold effect— it teaches the horse 



48 



Breaking the Horse to Harness. 



that such and similar objects are harmless, and gives him con- 
fidence in his driver which shall ultimately develope into com- 
plete assurance to approach with intrepidity any object that 
may be encountered. 

To the ordinary horse-breaker such schooling doubtless 
appears unnecessary. But the horse is being prepared for his 
life work, and such preparation is far-reaching in its effect, 
directly and indirectly, and may be instrumental in saving life. 



<*&*> 

'^0" 



THE HORSE'S FOOT. 



NO department of equine economy exceeds in importance 
that of the pedal extremities— the feet— unless it be 
the head. Hence,get his head right and his feet right 
then keep them right and the horse will seldom go wrong. 
Proper education and judicious subsequent treatment will 
keep his head right; but his feet— shod or unshod— must re- 
main a constant source of solicitude and object of attention. 

Apparently nature has been guilty of a grievious o\er- 
sight in the structure and manner of growth of the horse's 
foot, or else man has failed to interpret her designs inasmuch 
as nine-tenths of all the ailments which disable the horse 
have their origin in certain pathological or abnormal condi- 
tions of the feet. 

With the exception of the equine species there is no other 
animal— domestic or wild— whose feet require the interven- 
tion of man to preserve their integrity; and with him it is 
only in his domestic state, for in his wild condition his habits 
and the character of the ground over which he ranges is quite 
effective in keeping his feet worn to their proper form and 
size. 

Not so is his domesticated brother "in the hands of his 
friends" whose neglectful ignorance of his requirements has 
doomed him to an existence of decrepitude and suffering. 
Structure of the Leg*. 

FUNCTION OF THE MUSCLES. 

The function of the muscles by reason of their reciprocal 
action— contraction anl extension— is to impart motion to 



50 The Horse's Foot. 

the various members and parts of the body and locomotion to 
the animal, the bones acting as levers upon which the muscles 
may act. Wherever alternate motion— as in the movements 
of the legs— is provided for, the muscles are arranged in 
opposing or reciprocal sets or pairs; one set of muscles moving 
the leg forward— extending it— and the opposing set carrying 
it backward— flexing it. Below the knee and the hock no 
muscular tissue is found; only the various tendons to which 
the muscles are attached. 

When the fact that the knee and the hock together with 
all the joints below are almost rigid hinge joints; and the 
further fact of the intense strain to which all the joints are 
subjected in either drawing a heavy load, fast trotting or 
running, the necessity for a sure and safe foundation—a prop- 
erly leveled and balanced foot— is at once apparent. And any 
deviation from this proper adjustment of the foot subjects 
the entire leg to a strain, the intensity of which is indirect 
proportion to the violence of the shock and the departure 
from the proper balance. 

The leg of the horse is constructed upon a certain definite 
mechanical plan which presupposes the normal bearing or 
ground surface of the foot to conform to that plan, the whole 
constituting an effective and harmonious locomotory apara- 
tus. But when once the balance of the foot is subverted the 
whole machinery of the leg is thrown out of harmonious 
action, resulting in the undue concussion and pressure of the 
bones at the joints, at certain points of their circumference 
and a straining of the tendons and the ligaments at the 
opposite corresponding points. For example: If the toe is 
unduly lengthened or the heel lowered too much the result 
will be to strain the tendons and ligaments at the 
back part of the leg and to crowd together the edges of 



The Horse's Foot, 51 

the bones forming the joints on the front part of the leg. 
The same ?s true regarding the raising or lowering of any 
point of the plantar surface of the foot whereby its equili- 
brium, or balance is disturbed; on the one side disease is in- 
duced by crowding together the edges of the bones forming 
the joint; while upon the opposite side of the joint, increased 
strain is brought to bear upon the ligaments resulting in more 
or less severe lesions. 

The Proper Balance and Angle of the Foot. 

The foot must be constantly watched and repeatedly 
rasped to retain its normal size and proportion. If nature 
had provided for the growth of the hoof as fast as 
needed to repair the wear, and no faster, why, then, 
the horse would have been relieved ■ from a multitude 
of ills and ailments, and his owner of much solici- 
tude and responsibility. However, as the matter exists 
every day's growth and unequal wear tends to unbalancing 
the foot. Nor is the equal growth maintained throughout 
the entire circumference of the foot. Hence, two causes- 
unequal wear and unequal growth— are constantly working 
to interfere with the balance of the foot. 

The joints of the leg having relatively little lateral 
movement, any disturbance or variation, from the true lat- 
eral balance, as the raising or lowering of the inside or out- 
side of the foot, subjects the foot and leg to dangers similar 
to those where the toe is too high; or perhaps even worse 
since the leg by its structure and use is not so well adapttd 
to resist a lateral strain as a perpendicular one. And the 
various ailments to which the leg is subject— spavin, ring- 
bone, side bones, splint, wind-galls, curb, thorough-pin, bog 



52 The Horse's Foot. 

spavin, navicular disease, diseased tendons— may all be super- 
induced by an unbalanced foot. 

The front and back tendons of the horse's leg are so ad- 
justed as to perfectly brace the leg— the bones acting as the 
fulcrum— and the horse stands at perfect rest and ease, in a 
natural position, only when the foot is perfectly balanced. 
When the toe is too high, the back tendons are strained, to 
relieve which the foot must be extended forward. If either 
side of the foot is too low or too high, the leg receives a cor- 
responding lateral strain. Hence, it will be readily apparent 
that there is neither eomfort for the horse nor safety from 
the constant menace of disaster to the leg except in the per- 
fectly balanced and symmetrical foot. 

It is essential that the foot be symmetrical; for if one half 
or portion of the foot is larger, as is often the case, than the 
corresponding opposite area, in soft and uneven footing, act- 
ing at a leverage, has quite the same effect as being elevated. 
In connection with the unsymmetrical growth of the foot is 
the unfortunate condition that whore the foot tends to grow 
long or on one side, it wears down faster on the opposite 
side, each condition fuither assisting the other in destroying 
the balance of the foot. 

While it is very essential to regularly and periodically 
dress and level the feet of horses running in pasture, the dan- 
ger of disorders arising from unbalanced feet is by no means 
soiminent as where horses are kept at all times shod, or kopt 
in the barn unshod. 

Suppose the horse to have his feet properly dressed and 
leveled to-day, while possibly the same angle and level of the 
surface may be preserved, yet by the lengthening of the toe, 
and the growing down and forward of the heel, the support- 
ing surface of the foot, is constantly carried forward, destroy- 



The Horse's Foot. 53 

iug the balance of the foot, and imposing undue strain upon 
the back tendons, as well as the navicular joint- in the front 
leg. And predisposing to curb, spavin, puffed hocks and 
ankles in the hind leg. 

The natural structure of the foot has much to do with 
maintaining its proper shape and balance, whether left to 
take care of itself, or to the mercy of the unskillful shoer. 
While many prefer the cup shaped foot to the flat foot the 
latter is not nearly so prone to disease itself, nor to involving 
the leg in misfortune as the former. ' 

The flatter foot affords more room and play for the inter- 
nal structure; retains its normal frog pressure longer; and is 
much less liable to contraction. 

While the cup-shaped, or thoroughbred style of foot is 
subject to the abnormalities alluded to in connection with the 
flat foot, it is also very prone to growing in length in such a 
way that the foot is carried downward and forward so as to 
bring the center of bearing of the foot abnormally forward- 
producing high heels and long toes, often causing the toes to 
bend upward. 

Simply leveling the foot must not be mistaken for bal- 
ancing it. The foot may be leveled perfectly, that is, the 
plantar, or bearing surface may present a perfectly plane, flat 
face, and yet, by no means, be a properly balanced foot— in a 
true sense. A balanced foot is one which in addition to the 
requisite level plantar surface, has the angle of the bearing 
surface so adjusted— fore, aft and latterly— as to bring into 
balance ^the superstructure — the leg. Hence, balancing the 
foot means balancing the leg by means of the foot. There- 
fore, the foot is to be leveled and symmetrized directly, and 
the leg above balanced, as a result. 

The elevation of any point in the circumference of the 



54 TJie Horse's Foot. 

foot, gives the jointed bony column above— the leg— an un- 
level base upon which to stand, with a tendency to lean in 
the direction opposite the highest point in the circumference 
of the foot. But being unable to lean in that direction, in 
order to relieve the pain or inconvenience arising from the 
unlevel base, the foot is advanced in the direction of the ele- 
vation—forward, backward, in or out. Hence, the vital 
importance of preserving the perfect balance of the foot can- 
not be over estimated; for upon its consummation depends in 
a marked degree, the preservation of the integrity of the foot 
and leg, and, consequently, the value of the animal 

Long toes and high heels cause contractions for three 
reasons— the frog is raised above the level of the bearing sur- 
face of the foot, removing all frog pressure; as the heels grow 
down, they become more dense in texture and less elastic; in 
the action of the foot, when the heel expands by reason of the 
weight upon the foot, the toe acts as a hinge between the two 
halves of the foot, the rigidity of which is increased in pro- 
portion to the length of the toe. 

The high or cup-shaped foot is much more liable to con- 
ditions here mentioned than the flat foot. And when such a 
foot is shod and neglected as is too frequently the case, the 
internal structure of the foot is soon compressed into an ine- 
lastic unyielding box, a constant source of inconvenience and 
pain to the animal, ultimately resulting in the destruction of 
the foot, and the ruin of the horse. 

When the foot is properly balanced, the vibrations of the 
leg will be similar to the oscillations of the common pendu- 
lum - is-ometrical— the forward and backward swing of the 
limb will be exactly equal from the center of weight and 
attachment of the leg to the body. And herein subsists the 
basis of the science of the shoer's art. 



The Horse's Foot. 55 

Admitting this theory to be true: suppose that the horse's 
front feet are critically balanced so that he stands perfectly 
upon them, and that they have the true pendulum like swing 
forward and backward; and that the hind feet are faulty— 
that by reason of the toes' being too long, and the heels too 
low, in order to secure a firm base in standing, the horse is 
compelled to carry his hind feet abnormally forward; and for 
the same reason in action the swing of the hind feet is no 
longer iso-metrical, but the forward motion has been increased 
and the backward motion decreased, thus destroying the sym- 
metrical action of the two pairs of limbs. 

Suppose further, tnat the front feet are also unbalanced 
so as to abnormally increase the backward swing of the front 
limbs: this not only subjects the two pairs of limbs to possible 
injury from mutual collisions, but by inducing abnormal 
action in the animal's locomotor apparatus causes extra 
wear and worry upon the whole system, and consequent 
friction and loss of energy. Hence, the proper balancing of 
the horse's feet is a most rital problem from both an economic 
and a humane consideration, for if all the friction, inconven- 
ience and pain incident to unbalanced feet be eliminated 
from the locomotion of the horse, the interests of both econo- 
my and humanity will be subserved. 

Handling* the Horse's Feet. 

As stated elsewhere the colt from a very early period of his 
existence should have his feet handled, and by rasping and 
dressing be kept constantly in proper shape and size. For it is 
a well established fact that the principal cause of curbs, spavins, 
ring bones and perhaps splints and side bones may be traced to 
malformations of the feet, due to the unequal wearing and 
breaking away of the hoof and its abnormal growth. 



56 



The Horse's Foot. 



From the time the foal is a few months old his feet should 
be trued and balanced at regular and frequent intervals as long 
as he lives. And if such were the case, horses raised upon the 
farm would be as free from such blemishes as those raised upon 




ILLUSTRATION NO. 9. 



the plains, where due to constant traveling over hard, dry and 
stony surfaces, the feet are kept worn down to a relatively 
symmetrical form. 

But, if, as is usually the case, this most essential requisite 
for insuring a sound horse, has been neglected, there is no ex- 
cuse for further delay and the remedy should be applied at once. 



The Horse's Foot. 



57 



To handle the front feet, see cut No. 9. Put on the surcin- 
gle and single foot strap on the left front foot. Take up the 
foot; tap it lightly— imitating the operations of the slioer. Con- 




ILLUSTRATION XO. 10. 



tinue working with the foot until all resistance is overcome and 
the foot can be handled without using the rope. 

Then change_the rope to the other foot and treat it in a like 
manner. 

To handle the hind feet use the "tail hitch."See cut No. 10 . 



58 The Horse's Foot. 

The same ankle strap used on the front feet will answer for the 
hind feet. Buckle the ankle strap around the hind pastern, 
take a half-inch rope -any convenient size will answer— splice 
a ring or tie a small loop into one end; tie a bow knot in the 
hair of the tail as close up to the bone as possible. Now just 
above the knot in the tail tie the ring end of the rope in 
a simple knot, as close to ring as possible; now pass the 
free end of the rope down through the ring in the ankle strap 
and up through the ring in the other end of the rope. 

Cause the horse to take a step, draw up the slack of the 
rope, when the horse will find his foot securely anchored to his 
tail. Take up the foot and let it down repeatedly; and continue 
to treat it till all resistance is overcome. Then subject it to 
treatment similar to that prescribed for the front feet. 

Now change the ankle strap to the other hind foot, and 
treat it in a similar manner. Eepeat these lessons until the 
horse becomes entirely submissive. 

Aside from its utility for the direct purpose of securing 
control of the feet, this treatment is a very effective lesson in 
subjection, since it is necessary to secure control of the entire 
superficial anatcmy of the animal— body, head, neck, ears, 
mouth, tail, legs and feet. 



C*®®?5 



THE BALKY HORSE. 



Cause for Balking*. 

* TpHE balky horse is the legitimate product of the "deductive'' 

X system of education; for it is impossible to produce a 

balker by the "inductive" system. Hence, as may be 

readily inferred the proper way tcr treat the balky horse is to 

subject him to a thorough course in the "inductive" system. 

The balky horse is one that has acquired a misapprehension 
of the ordinary conventionalities pertaining to driving. It now 
becomes necessary to supplant those misconceptions by the in- 
culcation of correct notions and habits. 

There are numerous ways of starting the balky horse. But 
simply starting him does not cure the habit. And yet it is a 
very important step in the right direction Some of the methods 
are as follows: Kick or strike the horse upon the back part of 
the front ankles. Double a rope round the horse's front legs 
then standing in front of him, pull upon the two ends of the 
rope causing him to make a step forward. Push the horse round 
sidewise by taking hold of the shaft. Unhitch the horse, take 
his tail in one hand,. his bit in the other, bring his head and tail 
together and whirl him round briskly for a time; or tie his head 
to his tail and whirl him, then hitch him up quickly and start 
him along before he has time to collect his thoughts. Lead the 
horse. 

Upon the propriety or impropriety of leading the green or 
unbroken horse, there seems to be a diversity of opinion with a 
large preponderance in favor of the impropriety. How often 
you hear the expression— "Don't lead the horse or you will spoil 



60 The Balky Horse. 

him!" Now there is no proposition connected with the educa- 
tion of the horse more absurd or erroneous. A moment's reflec- 
tion will suffice to prove its fallacy. The horse is well broken 
tc lead; hence, when you step in front of him— lead rope in hand 
—he surmises at once, what may be expected of him, and 
despite the embarrassing entanglements of the harness, is will- 
ing to try to follow your lead. The fact is the leading becomes 
the connecting link between the known and the unknown; and 
by the introduction thus given the horse is well started on his 
way. Whereas, when first hitched the horse is very liable to 
become much confused; and when urged to go forward to be- 
come more bewildered; and when the whip is applied, to become 
frantic and utterly disconcerted and do almost anything but 
move quietly forward as he should, and as he would if kindly 
and considerately led out of the difficulty. And not only led 
once but just as often as he becomes confused and knows not 
what to do. 

If the leading be not accompanied with driving, then there 
might be some foundation for the supposition that leading the 
horse is not directly conducive to his knowledge of driving 
But such is not— or should not be the case When the horse is 
hitched all ready to be driven, the driver must take his place 
and the leader his. 

Now, all being ready to start the driver gives the signal — 
clucks to the horse; says, "Get up!" slaps him with the slack of 
the line or touches him lightly with the whip. At the same 
time the leader starts along. The horse responds to his knowl- 
edge of being led and makes a move forward— the first step in 
his driving education. Eepeat this lesson a few times and the 
leading part of the operation can gradually be omitted, and the 
driving continued till perfected. This is as it should be. 

This cry: "Don't lead the horse!" like many others born of 



The Balky Horse. 61 

''ignorance, and repeated by the thoughtless, has done a world 
of harm. For no one with the brains of a bat and the sagacity 
of a toad but must see at once that such a hypothesis has no 
foundation in sense or reason. And yet it lias been handled 
down from generation to generation of pseudo horseman whose 
obtuseness has rendered them unequal to the task of pricking the 
bubble. This very one little ''classic'' has been the ruination of 
thousands of horses. 

Those mentioned are among the methods persued for start- 
ing the balky horse, some of which may eventually overcome 
the habit— all depending upon the character of the particular 
horse, and the skill of the particular driver. 

Any method which will, without abuse, or under harshness, 
successfully start the balky horse by patient and persevering 
application, is quite sure to effect his reformation. 

The occasion of the horse's balking is not because he does 
not wish to go; but is the result of confusion arising from some 
misadventure or inadvertance, incidental to his education, be- 
fore the commands and signals of his driver have taken definite 
form in his mind. Xo far-fetched or abstruse reasoning is 
necessary to prove this proposition, for it is a well known fact 
most balky horses are high-spirited nervous animals which when 
once fairly started are restrained with difficulty. 

It is a significant fact that few persons find much difficulty 
' in teaching the horse to lead. Xor is the reason for this far to 
seek. And why V Because the course persued is simple, natural 
and in accordance with the nature of the horse: The horse is 
haltered; he readily submits to the restraint of the lead rope; all 
that remains to be done is for some one to "shew' him along for 
a time, and he readily learns to follow his leader. The essential 
point was to get him to make a move in the direction of the lead 
rope; then another; then another; and straightway he is taught 



62 The Balky Horse. 

to lead. And yet even this may result in failure, if proper tact 
is not exercised. If the green horse is haltered and an effort 
made to lead him by a straight forward pull he is quite sure to 
resist the pull; and at once perceive his ability to resist — or 
rather acting upon a natural impulse resist— and, by a few repe- 
titions form t e habit of resisting. But, by causing him to yield 
to the pressure of the halter by a side pull, and to move along 
by driving him up from behind, before he has formed the habit 
of holding back, he learns to lead in connection with the scar- 
ing or driving along, and thereafter leads as he is never able to 
analyze or separate the two acts. 

It is a wonderfully simple thing to spoil the horse— cause or 
permit him to do a wrong act; repeat it a few times and directly 
it becomes a vicious habit. 

Perhaps there is no vice to which the horse is subject that 
seems more foolish than that of balking. And yet it is the re- 
sult of education just the same as in driving correctly. Lack of 
skill on the part of the trainer may result in imparting quite the 
opposite impression upon the mind of the horse from that in- 
tended. 

It is readily seen that in teaching the horse to lead every 
thing is tending to that effect— nothing holding back but his 
own inclination. While in learning to draw even a light load, 
or even the lightest vehicle, there is some resistance to be over- 
come; and the horse must learn to go against it. For it matters 
not how slight it may be so long as he imagines he cannot over- 
come it, he will not. 

Now from the drivers stand point, and as a matter of fact 
there is no reason in the world— outside of the horse's head- 
why he should not move right along. But the slight pressur e 
upon his shoulders, or upon his breast forms in his mind an in 



The Balky Horse. 63 

surmountable barrier. And whipping or any other punishment 
may only add to his confusion. 

If at the crack of the whip the horse should spring forward 
and so learn that he can move along, the riddle may be solved. 
Get him to repeat it, and it becomes a habit for good. But 
otherwise, otherwise. If, instead of springing forward, the 
horse should jump sidewise, or backwards, permit or induce him 
to repeat that a few times, and that becomes a habit; and now 
you have a balky horse. 

To Recapitulate: The green horse is hitched to a ve- 
hicle— light or heavy. He has had no preliminary instruction 
in drawing. He is told to, "get up!" He does not comprehend 
the command, and stands fast. It is assumed that being a 
horse he should understand "horse language," and the whip is 
brought down, by way of emphasis, upon his unruly back. The 
horse is quite sure to make a move of some kind. If he moves 
forward, well and good. But there are many other points of 
the compass towards which he is liable to gravitate. Or he may 
"soar heavenward" a limited distance, or settle down prone up- 
on the earth. 

If he makes a forward move in any direction, he may pass 
the crisis in safety. Induce him to repeat the movement and 
suceess is likely to follow. 

But "woe worth the day!" if the bent of his mind is to the 
contrary direction. The repetition of any other move than for- 
ward-right, left, backward, up or down— may prove disastrous. 
For any wrong move made by the horse shows at once that he 
has failed to comprehend the driver's meaning, and every repe- 
tition of the misunderstanding only leads to confusion worse 
confounded. For example: You tell the horse to "get up!" 
Well, he has not learned what that means, and makes no move. 
To teach him, you strike him with the whip. Not understand- 



64 The Balky Horse. 

ing the proper application of the whip to the case, the horse 
backs up; you continue to strike him, and he continues to back. 
Finally you tell him: "whoa!" and he may stop. You tell him 
again to "get up," apply the whip, and away he goes backward 
again. And this performance may be continued indefinitely; 
or until the horse has been "converted" by the application of 
some method of instruction that shall reverse his acquired no- 
tion of the force of commands used in driving the horse. It is 
a very simple and easy matter to start the horse wrong 

Hence, if the horse, by reason of mismanagement, acquires 
the habit of not going at all; or of going in some contrary way 
to that indicated by his driver he is accounted a balker. 

There is a a certain class— the high strung, nervous, over- 
willing horse — when injudiciously managed, is quite liable to be- 
come balky. This may appear a little paradoxical, but it is, 
nevertheless, true. 

This characteristic may be noticeable the first time the 
horse is hitched, or it may be gradually developed. 

Explanation: You have hitched up your high strung 
green horse; he has shown much nervousness and anxiety to 
go, giving you trouble in hitching him. However, you succeed 
in getting him hitched, jump into the cart, and let him go. Be- 
ing vexed at his foolishness, perhaps, you give him a cut or two 
with the whip. Being an intelligent (?) horse he should know 
that you are punishing him for his foolishness (?) The next time 
— or some subsequent time, for such a horse, before he has been 
thoroughly drilled in this particular kind of work is liable at any 
time to develop some eccentricity— that you attempt to hitch 
the horse, he may be even more restive and anxious to start. 
And right here may arise a crisis in his education: He attempts 
to start; you set him back hard with^the lines; he makes several 
attempts, and you as often set him voilently back. And you 



The Balky Horse. (55 

may be even foolish enough— some are— to punish him with the 
whip. However, you succeed in inducing him to stand still or 
run backwards when he thinks of starting forward, getting 
things badly mixed in hn mind. And when you are ready to 
go he is not. Whereupon he is beaten for that— whipped to 
make him go. At this early stage in his education, and with his 
limited experience, he is unable to analyze the two widely dif- 
fering applications of the same rule. 

Hence, he has things so mixed and confused that he is com. 
pletely bewildered, and consequently balks. 

Treatment of the Balky Horse. 

Having investigated the causes which develop the balker 
the remedy may now be considered. 

Like all other vices of the horse, it is far easier to prevent 
balking than to overcome the habit. But since the horse's balk- 
ing is due entirely to mismanagement, his reformation is to be 
effected by right management. 

His education is to be commenced right over again, and he 
is to be drilled repeatly— over and over -on the particular feat- 
ure wherein he is faulty. For example: Consider a case simi- 
lar to the one described in this connection, whose trouble arose 
from his eagerness to start. Such a horse should have been 
treated in this way. Bring him to the place where he is to be 
harnessed and hitched up. Tie him up short and fast. Give 
him a few bites of oats from the measure; brush him ofT; put 
on the bridle and harness. Now take them off, give him a few 
more oats, and put him back in the stall. After allowing him 
to stand a short time, repeat the operation. If he does not 
stand perfectly quiet strap up a front foot 

After a number of these lessons vary them by running up 
the cart, and hitching him up -leaving him tied fast— get in the 



66 The Balky Horse, 

cart, take up the lines, sit a few minutes, then get out and un- 
hitch him as before. The design is to divert his mind from his 
idea of dashing off. 

Now harness him up as before, take down the lines, have 
your assistant untie him, lead him out into the road, turn him 
round a few times, then back and tie him up to the post again. 
Repeat this a few times. 

By this time his train of thought will have been broken up 
and he will be guessing what is coming next. Now, run up the 
cart, hitch him up, lead him out as before and bick a few times, 
hitched. Now lead him out and start him off. It is not neces- 
sary to give him a long or a hard drive— only a lesson in driv- 
ing. If this work out was given him in the morning, if conven- 
ient, give him another in the afternoon— going right over the 
entire program. However, do not delay longer than the follow- 
ing day, and don't fail to repeat every detail over and over, to 
insure success. Relatively the same course is to be pursued 
with all other faulty horses. All their faults are the result of 
mismanagement, which are to be corrected by continuous drill 
in the right course. 






THE RUNAWAY HORSE. 



Gennesis of the Runaway Horse. 

HOW few persons, when viewing with admiration the 
beautiful arch of the horse's neck and the symmetrical 
taper of his limbs— betokening the consummation of 
spirit and fleetness— realize that the causes which evolved that 
exquisite conformation have resulted in misfortune to thous- 
ands of human beings, and the destruction of hundreds of 
thousands of dollars worth of property, as I said in my article 
under this head in the Xmas issue of The Horse Review of 1899. 
For the runaway horse, as he exists to-day, was co-existent with 
his earliest subjugation and use by man. Nevertheless, investi- 
gation will prove the correctness of the proposition. The timi- 
dity of the horse during the evolutionary periods of his exist- 
ence, and subsequently, was instrumental in imparting the arch 
to his neck and the fleetness to his limbs. 

The geologist has proven to his own satisfaction, and the 
assumption is conceded by all classes of investigators, that the 
horse is descended, through long evolutionary vicissitudes, from 
an inferior five-toed animal no larger than the fox, the horse 
representing the extreme variation from his original progenitor. 

Wonderful, indeed, is the story related by paleontology re- 
garding the hundreds of thousands of generations intervening 
between the original five-toed phenacodus— no larger than the 
fox— and the horse of the present. 

While in Europe no fossils representing the horse have 
been found extending farther back than to the three-toed an- 
cestor, the mesohippus, in America the whole series are found— 



68 The Runaway Horse. 

the phenacodus, with five toes and corresponding limbs; the 
eohippus, having four toes and a rudimentary fifth; the oro- 
hippus, having four toes; the mesohippus, having three toes 
and a rudimentary fourth; the miohippus, having three toes on 
each foot, the protohippus, having three toes on each foot, but 
only one reaching the ground; the pliohippus, having one toe 
on each foot and slight rudiments of two others. 

And finally the fnlly developed horse— Equus caballus. 

Admitting the descent of the horse here narrated to be true, 
it becomes a most wonderful and striking illustration and ex- 
ample of "natural selection" and "the survival of the fittest." 
In the earliest stages of the existence of the progenitor of the 
horse, when his habitat was the lowlands and marshy plains, his 
five-toed foot, with as many appending hoofs, stood him in 
great stead. And had his environment remained the same, he 
would have so continued, if not exterminated— the same little, 
five-toed, horse-like animal. At this stage of his existence he 
was but illy-provided with the means of defense, and conse- 
quently, being timid, when menaced by danger sought safety in 
flight. And, fortunately, he was driven from the cover of the 
marshes to the open country, when began his race for life, his 
struggle for existence. And a fearful and a mighty struggle it 
proved to be, as is evidenced by the transformation wrought. 

CAUSE OF TIMIDITY OF THE HORSE. 

At this early stage was laid the foundation of his timidity, 
resulting in the "runaway horse." His little ancestor was 
chased from the covert of the marshes, and he has been on the 
run ever since. 

"Thereby hangs a tale:" In his primeval chase from the 
marsh to the open ground, it was the more timid, alert, strong 
and active individuals that made their escape, while the more 



Tlic Runaway Horse. (59 

clumsy and stupid were overcome and destroyed by their ene- 
mies. Thus constantly the more timid, alert, active and strong 
were the ones to survive and reproduce their kind, while the 
more clumsy, weak and stupid were being weeded out. 

Even his numerous toes, once so indispensable in the 
marshes, became a positive hindrance on the uplands, in the 
presence of more powerful enemies. And in obedience to the 
law of "natural selection" his surplus toes began to disappear. 

It must be seen that if the animal #t this or any other suc- 
ceeding stage of his development, before his complete evolution 
into the horse, had been permitted to "pursue the even tenor of 
his way," unmolested by his enemies, any further progress would 
have ceased at such corresponding stage, and the true horse 
never would have come into being. 

Several essential attributes contributed to the preservation, 
or fixing, of the particular type of individual most developed, 
at any stage, toward the final climax of perfection, viz: The 
size of the animal the large and strong one would stand a 
better chance of escape than the small and weak one. Hence, 
the larger and stronger were better able to escape and reproduce 
their kind, while the smaller and weaker were overcome and 
destroyed. The animal with the longer neck and higher head 
would have a larger range of vision; hence, detect the approach 
of an enemy sooner than the one with the shorter neck and 
lower carriage, and, consequently, get the start of his less favored 
companion in his race for life. The animal with the least cum" 
bersome pedal appendages would also have a decided advantage 
over his less agile compeer. The animal most alert— timid— 
would be quickest to discover and flee from an enemy. 

Hence, it is apparent that the several characteristics contri- 
butory to the development of the horse, from his inferior, five- 



70 The Runaway Hor$e. 

toed ancestor, have been called into existence by the necessities 
of intense activity. 

While the horse's physical conformation was being so strik- 
ingly evolved, his mentality was meantime receiving the fatal 
bias of timidity, resulting in all the runaways that have marked 
his pathway. 

At first thought, without investigation and observation, it 
would appear that an animal which habitually takes his food 
and drink from the surface of the ground should be low-headed, 
after the manner of the bovine kind. And such would have 
been the case with the horse had it not been counteracted by a 
more potent cause— his innate timidity. It is the habit of the 
horse, when alarmed, to raise his head and arch his neck, whether 
his fear be excited by a near or distant object, or an unfamilia r 
sound. It is a further observable fact that the horse habitually— 
except when feeding— carries his head above the level of his 
body, when standing, moving, or even when sleeping standing. 
This is the case with the domesticated horse, and is still more 
noti2eable in the wild and semi-wild animal, which is ever on 
the alert for real or imaginary foes. 

Hence, the ultimate transformation of the horse from his 
diminutive five-toed ancestor is fully accounted for by the laws 
of "natural selection and the survival of the fittest." Equally 
are these laws exemplified in his descent, or evolution. 

SEQUEL— THE RUNAWAY HORSE. 

While the timidity of the horse has contributed to make 
him a thing of beauty, it has also resulted in making him a ver- 
itable engine of death and destruction, when unrestrained. 
While his physical system was gradually taking on his fully 
developed conformation, his brain was undergoing a similar 
evolution, whereby his timidity was greatly accentuated by hi 8 
fleetness, and his fleetness by his timidity. Notwithstanding he 



The Runaway Horse. 



71 



is, and was, after his perfected evolution, a wonderfully formid- 
able antagonist when brought to bay, his strong jaws and pow- 
erful limbs providing him at once with most effective weapons 
of defense and offense, yet his hereditary fear is so overpowering 
that he will almost never stay to fight if escape by flight be at 
all possible. 

Animals of the bovine species, being provided with com- 
pound stomachs of great capacity, were wont to sally forth at 
their pleasure and, in a short time, gather a large quantity of 
grass or herbage, retire to the shade or fastness of the jungle, 
and there remasticate their food at their leisure and in compar- 
itive safety, while the horse, having relatively a very small 
stomach, was compelled to be abroad nearly all the time, mostly 
upon the open plain— as his food was principally grass -exposed 
to the plain view of all his foes, and the common prey of all 
carnivorae powerful enough or numerous enough to overcome 
him. Thus he instinctively fled, precipitately, from any and 
every object which he did not comprehend, and fought to the 
death any foe w r hich he could not escape by flight, and thus may 
be accounted tor the unaccountable fear in the nature and dis- 
position of the horse. 

. Why should the horse scare at a harmless piece of paper 
lying in the road or fluttering by the wayside, or be alarmed at 
an innocent boulder, or a pile of brick, or similar objects? 
Such never harmed him, yet they are things which he does not 
comprehend. Hence, he but follows the impulse firmly im- 
planted in the nature of his ancestors during the formative per- 
iod of their existence, when such precaution was necessary to 
their self-preservation; and it has become an essential part of 
his existence— it is simply the horse of it— though the necessity 
which called it into being has long since ceased to exist. 

Many dogs, before lying down, even upon the bare ground 



72 The Runaway Horse. 

or floor, turn round and round in imitation of the Avild dog, 
their ancestor, making his bed in the grass And through the 
force of heredity this trait has adhered to the dog regardless of 
the vicissitudes through which he has passed tending to its 
eradication. 

The horse is the consummation, the very acme, of fleetness 
and timidity — an example of exaggerated heredity, the traits 
derived from his ancestors, for thousands of generations, which 
have given way to their frantic fears and fled, precipitately, 
from every real and imaginary foe. 

If further evidence be desired, it is only necessary to cite 
the example of the horse that has been permitted to run away 
repeatedly, whereby his latent timidity is fully revived, and, 
anon, the docile, tractable animal, easy of control and restraint, 
is transformed into a treacherous, dangerous, worthless brute, 
never again to be trusted. By repetition the habit has become 
chronic, and henceforth his sole object and aim in life seems to 
be to run away — he has resumed the avocation of his ancestors. 

More About the Runaway Horse. 

I do not wish to pose as an "alarmist." Nor am I actuated 
by any sudden or spasmodic fit of sentiment on the subject, for 
I have been an advocate and exponder of this theory for a 
number of years. And I have educated successfully a number 
of horses by this system: Cuts 11 and 12 are from photos of 
the 5-year-old mare, Bird Conkling, by Kosco Conkling, now 
owned by Mr. A. P. Like, of Galesburg, 111., engineer on th e 
C. B. & Q., for whom I educated her. 

The fact that, Comparatively, so much space is devoted to 
the runaway horse in this work, is not for the purpose of 
disparaging the use of the horse; nor to cast any undue reflec- 
tions upon the noble (?) horse; but rather to arouse if possible 



The Runaway Horse. 73 

sufficient interest in the matter to effect a general and systema- 
tic effort, on the part of all who are responsible for his educa- 
tion, to consider and appreciate the vital importance of this 
"higher education. " For it is so simple and practicable, as to 
be, at once, apparent to any one at all familiar with the attri- 
butes of the horse. 

Now, let the friends of, the horse rally to his rescue, and so 
elevate the standard of his virtues that, "like Caesar's wife, he 
shall be above suspicion." 

The Poughkeepsie Eagle of recent date says of "The 
Fatal Horse and Wagon." "If the statistics of accidents 
could be collected it would, in all probability, be shown that the 
most dangerous v\ay of traveling is with a horse. 

We believe there is authority for stating that in proportion 
to the numbers of people in various conveyances, horses and 
wagons kill more people than steam-boats, railroads or trolley 
cars." 

A Bangor, Maine, correspondent of The Horseman says: 
"The report of a statistician that more lives are lost in the Uni- 
ted States every year through runaways than by all the railroad 
disasters, will be readily believed by Maine people, for in this 
state the runaway horse often causes more fatalities in a single 
month than can be laid to the railroads for the entire year- 
Bangor has long been noted for the runaways that occur almost 
daily upon her streets; and so pronounced has the nuisance be- 
come, that in certain localities matters have reached such a 
stage that a promenade in a saw mill is a safe undertaking com- 
pared with a stroll in Bangor's streets. Within a year two of 
the most eminent lawyers of the city, the Hon. Lewis Barker 
and Ex-Judge James F. Rawson have met their death in the 
street from runaway horses. 

"New York's MedicalJournal" speaking of the recent explo- 



74 The Runaway Horse. 

sion of a gasoline tank of a motor carriage, says: "Some new 
danger is almost always to be expected in connection with 
novel devices of the kind, but, on the whole, the power carriage, 
whether propelled by gasoline or electricity, is probably less 
dangerous than vehicles drawn by horses." 

The "Metropolitan and Rural Home" says: "Hoofs, bones, 
flesh and skin may be combined to make an animal, but to-day 
they do not make a horse. They can be produced at an outlay 
of about eight or ten cents a pound; but they have but little 
value, and that grows less and less every year. Behind and 
over all these must be brains, if there is to be any value over 
and above that already indicated. The greater the intelligence, 
the more complete the education, the higher the value. The 
animal as grow r n will but little more than pay expenses; the 
profit comes from training and education." These citations 
may serve to show the trend of public opinion upon this impor- 
tant question. There must come an awakening, tardy though it 
has been. 

Fatal Runaways. 

A very few of the fatal runaways, of the many which might 
be cited: 

"Akron, Q. Ex-Judge R. W. Sadler, aged 41, died of in- 
juries received in a runaway. His skull was fractured." 

"Des Moines, la. C. A. Stain, aged 40, of Prairie City, was 
thrown from his wagon, in this city, in a runaway to-day. He 
alighted on his head upon the brick pavement, and was in- 
stantly killed. r 

"Batavia, III. During a runaway, John Feldott was thrown 
from a wagon and instantly killed. His neck was broken/ ' 

"Ashtabula, O. Miss Elizabeth Bowman was instantly 
killed in a runaway." 

"Peoria, 111. Miss Grace White was killed, Mrs. Peter 



The Runaway Horse, 75 

Spurck fatally injured, and Mrs. Simon Killduff seriously in- 
jured in a runaway accident this morning." 

"Marshfleld, Wis. Alderman Luecke, one of the earliest 
settlers of Marshrield, was instantly killed Thursday night, in a 
runaway. B. Serve, 75 years old, was probably fataly injured. 
They were both thrown from a wagon and struck the side- 
walk." 

"Dr. Cooper, of Elm wood, 111., well known in this county, 
was killed yesterday. His horse ran away with him, and he 
was thrown out and fatally injured." 

"Good Hope, 111. H. G. Ritter, of this city, had one eye 
knocked out and his skull horribly fractured in a runaway 
Monday night. The horse was killed at the time, and Mr. 
Ritter died this afternoon." 

'•Janesville, Wis. Edward Lay, a prosperous farmer, and 
his wife, were instantly killed by a runaway team to-night. 
They leave a family of seven children." 

"Niles, Mich. A team owned by a farmer named William 
Hicks, who lives southwest of here, ran away to-day, while 
Hicks and his family were on their way to Buchanan. The 
wagon was overturned; and two small children were instantly 
killed. The mother and father each had an arm broken, and 
received other injuries." 

This list of ghastly casualities might be extended indef- 
initely, so terribe is the gory record of the runaway horse. 

Just imagine the statistics of all the runaways, of every 
city, town, village and rural locality of one county, to be 
gathered and recounted; now extend the lists to include every 
county— 102— in the state of 111. Heavens! How the numbers 
swell! But hold! Now increase the columns till they embrace 
the whole country, and the aggregate is simply appalling! 
Thousands upon thousands— and the tale is not told. 



76 The Runaway Horse. 

All needlessly sacrificed; for it is a practical possibility to 
entirely eliminate the runaway element from the characteristics 
of the horse. And it should have been done long since. 

While scientists have been assiduously exploring the realms 
of disease, and running to earth the deadly bacteria; and cor- 
ralling the festive bacilli; the destruction of human life by 
"horse power" goes merrily on. 

It appears that death in a runaway is esteemed an honorable 
w T ay to die; or, perhaps, a special dispensation of Providence to 
be endured with becoming Christian fortitude, without murmur 
or complaint, inasmuch as, in narrating such disasters no blame 
seems to attach to the horse, or any person, or anything: the 
wheel comes off; the axle breaks down; the breeching breaks; 
or the single-tree falls upon the horse's heels; a runaway re- 
sults, and a whole family is exterminated from the face of the 
earth. That settles it! That is all there is to it! Nothing 
and nobody to blame — no negligence or criminality on the part 
of anyone is deemed chargeable. 

Responsibility in Other Accidents. 

It is a most remarkable inconsistency that corporations, 
and transportation companies are held responsible for every 
species of accident— avoidable and unavoidable— while nobody 
on earth is conceived to be responsible or liable for all the dam" 
age and misery resulting from the runaway horse. 

If a man gets drunk and stumbles into a cellar-way, in an 
alley, the city, or property owner is held liabie for any injury 
he may sustain. 

If an individual buys a ticket for a trip over a railroad, and 
in consequence of an unavoidable accident, he suffers only from 
a bad "scare" the company— according to a recent decision of 



The Runaway Horse. 77 

the federal court -is liable for heavy damages for "nervou 
shock." 

"AWARDED HEAVY DAMAGES." 

"A verdict of $8,000 was awarded Thursday morning, in 
Judge Baker's federal court, in favor of Robert J. Burgess, of 
Portland, Me., for injuries sustained in an Illinois Centra 1 
wreck near Dixon, 111. The train was derailed Jan. 2. 1893, 
Burgess was a passenger and sustained a "nervous shock" that 
has since unfitted him for business." 

On the other hand the breeder may raise, break and sell a 
horse to an individual, recommending him to be safe and all 
right— and really suppose that he is. And yet, the first time the 
buyer takes his family out riding, some little mishap occurs, the 
horse runs away, kills the owner and nearly the entire family. 
Is the seller held liable for his representations, or the conduct 
of the horse? Certainly not. But should he not be? Most 
certainly he should 

Where is there any reason for this unjust discrimination in 
favor of the horse owner? 

Now, in the case of the corporation, it may have used every 
precaution possible, to avert accident; and the accident may be 
wholly unavoidable— "above the reach .and ken of of a mortal 
apprehension"— and yet, the corporation is held to as strict re- 
sponsibility as if the accident were due to negligence. 

Upon analysis, it will be seen that this proposition is right 
wrong — it is the horse that should be held responsible for his 
every act, since it is readily practicable to make his education 
such as to preclude the possibility of a runaway accident. 

Xot long since there was a bill introduced in congress pro- 
viding: "That the city or county where mob violence results in 
the destruction of property, injury, or loss of life, shall be liable 
for damages; and action may be brought against officers of the 



78 The Runaway Horse, 

law for neglect of duty. In case of death, a sum not exceeding 
$5,000 shall be awarded the relatives of the deceased. When 
the general government, in the case of a foreigner, pays an in- 
demnity, it can bring action for recovery against the state in 
which the person was killed." 

If a worthless tramp without a friend on earth is found mur- 
dered in a vacant lot, or in a box-car. all the country, is 
aroused, and no effort or expense is spared to discover and pun- 
ish the murderer. And this is as it should be; it proves the 
common brotherhood of mankind, and a commendable deter- 
mination on the part of all right-thinking persons to insure pro- 
tection for the lives o f all. And this only emphasizes the total 
apathy regarding the suffering, destruction of property, and loss 
of life, due to the vicious horse. All of which is practicably 
preventable. 

It is a well established principle of law, that every trans- 
portation company is responsible for all accidents incidental to 
their business. Notwithstanding every precaution and provis- 
ion to prevent accident be exhausted, yet the company is held 
strictly accountable for all injury to persons and damage to 
property. And in case carelessness is proven, the operatives 
are held to be criminally liable as well. 

But what is said, and done, about the thousands who are 
annually maimed and killed by the runaway horse; nothing. 
Absolutely nothing. 

Why this discrimination in favor of the runaway horse? 
For I must maintain that there never was a runaway that 
might not have been prevented. 

Now, one of two remarkable conditions exist: either I 
must be accredited with having made a wonderful discovery, or 
people, all along, have been guilty of the basest form of crimi- 
nal negligence, 



The Runaway Horse. 7<j 

I assert, with no fear of successful contradiction, that every 
horse can be so educated as to make him absolutely proof 
against running away, as a result of ordinary accidents which 
are the usual cause of runaways -if there be exceptions— some 
exceptions are said to be necessary to prove the rule— then any 
such should be either put to such use as to preclude the possi- 
bility of their running away, or destroyed outright, and not per- 
mitted to become a menace to life and limb. 

Every other form of a perpetual menace to human life, has 
elicited the interest of master minds, and their endeavors for 
its amelioration. Hence, the inexplicability of accounting for 
this total apathy upon this vital subject, is akin to accounting 
for the unaccountable. 

Why has this most appalling infliction been permitted to 
continue year in and year out, unchallanged? The rational 
conclusion to be drawn is, it must be due to the prevailing 
ignorance of existing facts and conditions, for there is no suffi 
cient reason to attribute it to indifference in view of the mani- 
fest solicitude upon all other similar subjects wherein human 
welfare is jeopardized. 

Nor is the remedy far to seek. For like many other valu- 
able principles it is, at once, exceedingly simple and practicable 
Briefly stated it is: instead of breaking the horse— which con- 
sists in advancing his education to the point where he is liable 
to kick or run away in case of accident— educate him. Give 
him a thorough and complete education covering every possible 
contingency or vicissitude through which he may be called to 
pass. His education is to be a complete schooling— a complete 
course of education— "primary, intermediate, grammar and high- 
school course." It is to be systematic and thorough, with all 
brutality eliminated. 

What can be more absurd than for a breeder to select* 



80 The Runaway Horse. 

with scrupulous care, the sire and dam, breed, keep and feed 
the produce until five years old— ready to begin his life work- 
then, instead of giving him the thorough schooling whereby his 
value is so greatly enhanced, only the most indifferent— often 
vicious — preparation. It is much like building a many storied 
house with sedulous care, and then leaving off the roof. 

Not every horse will kick when an object is precipitated 
upon his heels: but many will, and none are to be trusted until 
they have been thoroughly educated and tested. 

Not every horse will run away when a break- down occurs; 
but many will; hence, it is safest not to trust any until proven 
reliable. 

"The Genesis of the Runaway Horse," fully explains why 
the horse is as he is. Hence, it is best to assume that any par- 
ticular horse to be a typical specimen of his species, except so 
far as education has wrought his reformation; and trust him 
accordingly. 

The horse must be drilled in anticipation of every kind of 
accident liable to occur: a few years since an accident occurred 
at Independence, Iowa, whereby a little boy lost his life. It 
was in the early sprmg time; and a number of small boys were 
playing ball in the back yard. The old family horse was dozing 
in the sun, in the adjoining barn-yard, The ball was batted so 
that it rolled under the fence, at the heels of the horse. In his 
eagerness to secure the ball, the boy dropped down upon-the 
ground, and rolled under the fence, with his head near the 
horse's heels. The horse was much startled at the -to him— 
unrecognized object coming suddenly in contact with his heels, 
following his natural instincts of self preservation, kicked the 
boy on the head and killed him. 

Another very distressing accident occurred at Aledo, 111., in 
which Mr. Davis, a citizen of the place was kicked and killed-- 



The Ru naivety Horse. 81 

also by a gentle horse. Mr. Davis was leaning against one of 
the rear stall posts, when his feet slipped from under him, and 
he fell against the horse's heels, and was kicked to death. The 
horse is said to have had his head in the manger, and was taken 
wholly unawares. Hundreds, and, perhaps, thousands of sim- 
ilar fatal accidents have occurred. These two, I recall, as hav- 
ing come to my own personal knowledge. 

In all such cases, the horse simply responded to his inmate 
instinct of self preservation, implanted in his nature during his 
grand "struggle for existence," and evolutional development. 

And yet, the possibility of all such accidents are absolutely 
precluded by properly educating the horse. 

Horses differ very much in their pre-disposition to kick 
Some horses, even when quite green, are not disposed to kick 
when an unfamiliar object is brought in contact with their heels. 
They may crouch, cringe, and evince much fear, and still not 
kick. While others are quite the reverse— disposed to kick at 
every thing that comes near them. 

A horse may be in constant use for twenty years, and 
scarcely have an object fall upon his heels; hence, retain all 
of his original "superstitious" fear engendered during his for- 
mative existence. For the system of "breaking" usually per- 
sued studiously avoids any chance to disabuse his mind of his 
hereditary hallucination. Such a horse may be, in all other 
respects, thoroughly reliable; but when subjected to such a test 
prove utterly faithless. For, so far as he is personally concerned, 
while his mind, in every other particular, may be fully domes- 
ticated, in the one particular feature has been suffered to retain 
its fatal bias. 

On the other hand, a few special lessons properly adminis- 
tered will insure the horse, for life, against such disasters. 



82 The Runaway Horse. 

To Stop the Runaway Horse. 

This is the most important item to be considered in the ed- 
ucation of the horse. Only think of the thousands, and tens of 
thousands of accidents that have occurred; and the accidents 
that are occurring daily, the result of this innate propensity of 
the horse. 

By referring to the article— "The Genesis of the Runaway 
Horse" — it will be readily seen why the horse is predisposed to 
runaway. 

There have been numerous inventions to stop the runaway 
horse: An electric apparatus to shock him; carrying a Win- 
chester in the carriage to shoot him when he becomes unman- 
ageable; with an endless variety of vicious bridles and choking 
machines. While the simplest and most effective remedy has 
been overlooked— education. Peculiarly, in the case of the 
runaway horse, is ignorance the mother of crime, and man's 
persistent stupidity is the negative cause of all the crimes 
chargable to the runaway horse. 

It is truly appalling to contemplate the terrible destruction 
and loss of life due to the runaway horse! And then to think 
that this might have all been avoided! The grape-vine hitch is 
the only device so far ever invented where with any and all 
horses can be effectually made proof against runaways. 

Treatment. 

Give the horse thorough and repeated work in the grape- 
vine hitch. While yet confined in the hitch, put on the harness, 
and breast-collar, fasten a sack of straw to the tugs, and with a 
rope fastened to the sack, draw it back and let it fall against 
the horse's heels, at each time the sack strikes his heels say 
"whoa!" Now, put a number of tin cans and sleigh bells in a 



The Runaway Horse, S3 

sack to make as much noise as possible, and work this on his 
heels in the same way. 

Continue this treatment until the horse takes no more in 
terest in it. 

AfteF the horse has been thoroughly and sufficiently worked 
in this way, run up the break cart and hitch him up. It will 
be necessary to have an extra breast colter, or strap to which to 
attach the "rattle box." Now get into the cart and work out 
the horse thoroughly, being careful all the while not to hurt 
him, and at each drop of rattle box, say, "whoa!" The design 
being to teach the horse that when anything drops— especially 
at his heels, he is to stop instantly. 

When the horse has had sufficient work to fully reassure 
him, and you feel safe in giving him his first trial, rig him up 
as above described, leaving off the grape-vine hitch— see illus- 
tration — and to insure against accident have a foot strap 
on the horse, or a good man hold his head, or both according to 
the disposition of the horse, for this is a critical juncture, since 
any negligence might cause disaster. Start the horse along, and 
when he has gone a few steps, drop the rattle box at his heels, 
lightly at first, gradually increasing the force. At each drop of 
the rattle box say, 'whoa," and pull the horse up to a standstill 
with the lines. 

The success of this, like every other department in the edu- 
cation of the horse, depends upon repetition— how many times. 
Eventually the horse will stop promptly at the drop of the 
rattle-box, without the use of the lines or the command. 

Any practical horseman must readily perceive that the 
horse can be as effectively educated in this way, as in any of 
the ordinary ways, providing you have the means to do it. And 
yet the wonder grows— "Why have not horses been educated, 
whereby tens of thousands of lives might have been saved?" 



86 The Runaway Horse, 

And yet there is not a single instance on record, of a horse's 
ever having been so systematically educated except those which 
I have educated; nor a horse-book extant that teaches how this 
may be done; or even suggests its possibility, except this 
volume. 

Of several horses so broken while at Galesburg, a number 
were shipped to Boston. Regarding one of these, here is an ex- 
tract from a letter from Mr. Daniel McNally, of Pawtucket, R. 
I., who bought the mare. Mr. McNally says: "I was driving 
the mare down a steep hill, the other day, when a breeching 
hook broke, and the buggy ran upon her heels; she stopped so 
quickly that I had to put both hands on her rump to save my- 
self from falling out of the buggy. I have been driving horses 
all my life, and never had a hook break so before." 

Now, had this mare received only the ordinary "breaking" 
given the horse, doubtless another fatal runaway would have 
been added to the ghastly list; for the "mare in the case" is a 
large, powerful, high strung, active animal, just the kind to 
make short work of man and buggy, had not her education been 
such as to predominate over her natural propensity, for this oc- 
curred in June, and she was never bridled or harnessed till the 
previous December. This was one of the number used in giv- 
ing public exhibitions on the streets of Galesburg, 111., which 
was witnessed by thousands. The following are some extracts 
from the account published in the "Galesburg Republican Reg- 
ister:" "The exhibition of horsemanship given by Mr J. W. 
Mercer on the Public Square, Saturday afternoon, was entirely 
successful, and was witnessed by more than a thousand persons. 
The design of the exhibition was to demonstrate what can be 
done in the way of teaching the horse the harmlessness of such 
accidents as usually inspire a high spirited horse, educated only 
in the usual way to kick and run away. Promptly at the ap- 



The Runaway Horse. 87 

pointed time, Mr. Mercer arrived with three fine-looking, 
spirited mares, one bay and two brown, hitched to carts, and 
driven by his three assistants. 

Mr. Mercer explained that his purpose was to give some 
practical object lessons in the education of the horse, never be- 
fore practiced by any other trainer, or rather the results of those 
lessons, and what may be accomplished by this new departure. 
It was explained that the average horse, broken in the usual 
way, will scare and run away as the result of an accident where- 
by an object is precipitated upon his heels. And that it is pos- 
sible to so educate the horse that the instant anything falls up- 
on his heels, he is to stop— not even waiting to be told or to be 
pulled up by the lines— an exemplification of the power of edu- 
cation over animal instinct; to illustrate which a fine large 
breedy-looking, brown mare was hitched to a cart and a large 
rattle-box affair, about the size of a beer keg was arranged to 
drop suddenly upon the heels of the mare when she was moving 
along at a rapid trot. Instead of taking fright, she instantly 
stopped. This was repeated a number of times with the same 
result, showing she fully understood her part. It was explained 
that an axle is liable to break or a wheel come off, allowing the 
vehicle to fall down: A nut was removed from one wheel of 
the cart, and the mare started off at a brisk trot, when suddenly 
the wheel rolled off and the cart fell to the pavement with a 
crash; but no sooner than the mare had stopped, without so 
much as a pull at the line or a word spoken. 

The third and last test was truly alarming, and one which 
required great courage in the driver, or complete confidence in 
his horse. This was a peculiar device by which the seat of the 
cart, with all of its attachments— by touching the button— was 
precipitated, driver and all, through to the pavement below— an 
apparent total wreck— right against the horsed heels, where she 



88 The Run away Horse. 

has driver and cart at her mercy, if she should kick or run away. 
But, as before, she stands fast while her driver crawls from the 
wreck between her hind legs. 

The same tests with equal success were made with the other 
two mares proving conclusively, to all present, the practicability 
of Mr. Mercer's theory. These horses exhibited by Mr. Mercer 
are not, as some may suppose, horses that have been used for 
several years, but were harnessed for the first time the present 
winter, and have been worked only a short time. It is Mr. 
Mercer's method of education which has accomplished so much 
in so short a time. The method used is one devised by Mr. 
Mercer, and never before practiced by any one else. Yet its 
utility and efficiency were fully demonstrated." 

Since ihis is an entirely "new departure 1 ' in horse education 
I have gone outside for some "documentary evidence," for its 
substantiation, and shall now return to the text. 

When the horse has been thoroughly educated by means of 
the rattle-box, he will be proof against dangerous fright from 
anything falling on his heels. Yet he should be educated to the 
use of the single-tree used in place of the rattle-box. And to 
the wheels coming off. 

While yet giving him his work in the grape-vine hitch he 
should be subjected to the cross-bars running against his quart- 
ers: If the break-cart is used, strap a smooth bar across the 
shafts well up toward the horse, loosen up the shaft lugs, take 
off the breeching and run the cart up against the hoise's quart- 
ers—first lightly and repeat more forcibly— at each time say, 
"Whoa." The design being to teach him incase of accident 
whereby the vehicle may come in contact with his quarters, he 
is not to take fright, but to stop at once. After working him 
in the hitch till all danger of accident is past, work him to the 
cart arid repeat till he is thoroughly educated in the matter. 



The Runaway Horse. K9 

No matter how good a horseman you may be, it is a source 
of much satisfaction to know that in case of accident an axle 
tree or wheel's breaking down; breeching or tugs breaking; sin- 
gle tree or double-trees falling off, breaststrap or neck-yokes 
breaking, -causing the pole to fall down— your horse will in no 
possible event, take fright and become unmanageable. 

There is another important matter that may be noticed in 
this connection. For your horse to continue reliable, and to go 
on improving, you must always treat him with due considera- 
tion, and cultivate his confidence— treat him as you should your 
best friend. Never get out of patience, and whip and jerk and 
scold him. Always treat your horse as though he is a gentleman 
and you are another, and he will never desert you or prove 
recreant in a crisis— providing he has been properly educated to 
start with. 

While educating the horse upon any one particular point 
does not educate him on some thing quite different, yet it may 
contribute to the effect indirectly or in a general way by devel- 
oping his mental aptitude. 

For example: Once when driving the educated mare before 
alluded to, on the road, after dark, she suddenly stopped. I 
told her to go on. After taking a few steps, she stopped again. 
This led me to think there must be something wrong Where 
upon I got out of the buggy to ascertain the dilemma, and found 
that the neck-strap had become detached from the breast collar, 
allowing it to slip down. This mare had quite thorough drill 
in connection with various mishaps, but none of this particular 
kind. Yet all her special drill had been to teach her to stop and 
stand when she found anything wrong. Whereas, without such 
drill, on the occurrence of this accident, she probably would 
have taken fright and become unmanageable. Again, if I had 
less confidence in the mare, I might have thought she had no 



90 The Runaway Horse. 

sufficient cause for her actions and tried to force her to proceed, 
resulting in accident. This illustrates something of the confi- 
dence that should exist between driver and horse. 



DEVELOPMENT OF THE TROTTER 
AND PACER. 



Scientific Development of the Trotter and Pacer. 

IN order to discuss comprehensively and scientifically the 
subject of developing and conditioning the trotter and 
pacer, necessitates a knowledge of the physiological char- 
acteristics and functions of the various organs and systems 
constituting the horse's make-up. And all training and condi- 
tioning not based upon such physiological and hygienic princi- 
ples, is only random and haphazard work; and whatever excel, 
lence is attained by such methods, or lack of method is but the 
result of chance, with odds very much against success. 

Among the topics to be considered are— the ossius system 
or bony skeleton forming the substantial frame work of the 
body by means of which all motions of the body are effected* 
While, in addition, the bones of the limbs act as levers whereby 
locomotion is also effected. 

The muscular system, by means of which all the motions^ 
movements of the various members and parts of the body, and 
locomotion is effected— the result of alternate contraction and 
relaxation of the muscles which are arranged in opposing sets 
and pairs. Intimately connected with the muscles are the ten- 
dons and ligaments. 

The digestive system— the mouth, aesophagus, stomach* 
intestines, the various glands and fluids which assist and facili- 



92 Developing the Trotter. 

tate the digestion and assimilation of the food for the nourish- 
ment of the body. 

The circulatory system— the heart, arteries, veins, lym- 
phatics, by means of which all the organs are supplied with 
nourishment, and the effete and worn out matter is eliminated 

The respiratory system— the trachea, bronchial tubes, 
lungs— the function of which is to revivify the blood by the 
elimination of carbonic acid gas and other effect matter, and 
supplying it with the requisite oxygen. The circulatory and 
raspiratory systems are very intimately connected. 

The neryous system— brain, spinal cord, nerves (motary 
and sensory) -the seat of intelligence and the mental faculties, 
pain and the control of all the motions of the body and its 
members. 

Hence, the horse is a wonderfully complicated mechanism 
of vital, mental and physical systems and organs, the harmoni- 
ous action of the functions of all of which is absolutely essential 
to his highest attainable excellence, in any capacity to which he 
is adapted. 

It is well known that if the functions of certain organs are 
wholly interrupted for but a brief moment— as the action of the 
heart, or lungs— the horse will die at once. Hence, these are 
vital functions. 

The function of the lungs in the process of breathing is to 
purify and oxygenize the blood; and that of the heart, through 
the medium of the arteries and the veins, to supply every organ 
and portion of the body with pure blood. If from any cause 
the horse is compelled to breathe impure air, the whole system 
must suffer in proportion to the impurity of the air— a total 
deprivation of air means death at once. A partial deprivation 
, of pure air means partial death— or what is the same thing, a 
reduction of vitality, and, consequently, of ability to perform 



Developing the Trotter. 93 

an arduous task as is instanced in the case of a horse of requis- 
ite speed, yet is unable to perform a fast mile, or to win a race, 
by reason of an obstruction in his throat, the insertion of a tube 
— tracheaotomy— has vouchsafed the vital fluid wherewithal! 
he has been enabled to perform an otherwise impossible feat. 

This example illustrates two important principles— the nec- 
essity for an abundance of pure air, and the ability to utilize it. 
And intimately connected with the action of the lungs is that 
of the heart. In order for the lungs to properly perform their 
function, there must be an abundance of pure air with free ac- 
cess to the lungs, and the heart must be fully equal to its task 
of propelling the blood to the lungs— the pulmonary circulation 
—and also throughout the system -the systemic circulation. 

Hence,"there are certain underlying phyiological principles 
governing the development of the trotter and paoer, which must 
be observed to insure approximate, uniform success. 

While, as in other departments of equine education, each 
horse has his own peculiarities— physical and mental - differing 
in some degree from all others, yet the same general principles 
may be said to govern ; and yet many experienced trainers have 
got certain essential principles right, wrong; and have, unwit- 
tingly, ruined many a bright prospect in consequence. 

For example: how often is the trainer seen working out his 
charge which seems endowed with a marked degree of speed 
and ambition, but faltering in the last part of the mile. And 
right here is where the trainer exhibits his utter lack of the sci- 
ence of training. Instead of taking back his exhausted horse 
with voice and whip he compels him to complete his exhaustion, 
lest he may become a "quitter." In his dense ignorance of phy- 
iological facts, laying the foundation of the very trait he is 
endeavoring to avoid. 

The horse's preparation and condition have fitted him to go 



94 Developing the Trotter. 

just so far, in a certain length of time; and to force him to go 
farther is to induce exhaustion, which will, by repetition, event- 
ually become a habit— both a mental and physical disorder. 
Indeed, one severe ordeal of this kind is sometimes quite suffi- 
cient to sour and ruin a high strung animal. 

All the energy of the horse— vital, nervous, physical— is 
derived from, and maintained by the food which he consumes. 
This food contains the crude elements from which every tissue 
— bone, cartillage, muscle, nerve, tendon, ligament, fat, (even 
the thoughts of the horse are embodied in the growing oats),-- 
is elaboroted. While water constitutes by far the larger por- 
tion, by weight, of the body, and performs a very essential func- 
tion in the nutrition of the horse, it is in no way digested, or 
chemically changed. 

The physical economy of the horse is such that the system 
adapts itself, within certain limits, to the methods of exercise 
to which the horse is subjected; and the waste and repair may 
be equal, or one or the other may predominate according to pre- 
vailing conditions. 

There is a constant waste going on in the body even in a 
state of repose. This waste is accelerated by any and all kinds 
of movements, motions and exertions. The elements to repair 
this waste, is furnished by the food, through the operation of 
nutrition — digestion,absorbtion, assimilation— effected by means 
of the circulation of the blood. 

It is the province of scientific training of the horse, not 
only to maintain the proper and natural balance of the muscu- 
lar system, but to improve that system in both quantity and 
quality; and above all to develop that most essential quality of 
rapid recuperation. And upon this particular feature depends 
the ultimate success of the trainer's art, so far as the race horse 
is concerned. The horse may acquire a wonderful turn of speed, 






Developing the. Trotter. 95 

but be utterly unable to carry it for the mile. Or, he may be 
able to go one fast mile, but incapable of fighting out a race of 
heats. There are two primary conditions, either of which may 
cause such a result— the horse may lack the proper kind of work 
or he may be over-worked. 

For a short distance, at the run, pace or trot, the recupera- 
tive powers of the horse are not brought into requisi- 
tion simultaneously with the muscular exertion — recuperation 
succeeds the effort. The foot-racer can, and does run fifty 
yards without once taking breath; but he is compelled to 
breathe more or less violently, subsequently, to restore the 
equilibrium of nutrition to the system. Every muscular exer- 
tion is attended with a corresponding loss of muscular tissue- 
death to muscular substance which must be eliminated from 
the system by means of the circulation and respiration, failing 
in which this effete, or exhausted matter becomes a veritable 
poison clogging the system. 

The blood holds in solution the elements of which every organ 
and tissue of the body is constructed. And these elements are 
originally derived from the food. And so long as these ele- 
ments are readily available from alimentation, the integrity of 
the muscles is preserved. But, in all muscular effort, the muscu. 
lar tissue, itself, is, in part, consumed, and must be replaced, or 
suffer emaciation. Hence, there is a constant change in muscu- 
lar tissue attending muscular exertion— the old being replaced 
by the new. And so long as the two operations— the loss and 
the gain— are equal, the proper balance of muscular tissue is 
preserved. When by judicious alimentation and exercise, the 
gain exceeds the loss, increased muscular power is the result. 
But lack of nutrition or over work, or both, will result in re- 
ducing the size of the muscles, and the power of the muscular 
system. 



96 Developing the Trotter. 

The functional economy of the constitution of the horse is 
such that a very moderate or slow locomotion can be maintained 
for a relatively long time without deleterious effects— the length 
of time being in direct ratio to the speed attained, the vital and 
physical operations of nutrition maintaining the equilibrium of 
waste and repair. But even the slowest imaginary locomotion 
must not be continued indefinitely, or waste of tissue and ulti- 
mate death will supervene. But by increasing the locomotion 
to a violent rate, the waste at once exceeds the recuperation and 
exhaustion results— sometimes fatal 

The horse is endowed, by nature, with ability for rapid and 
complete recuperation from the most violent, yet brief, loco- 
motory effort— the foal but a few days old will indulge in the 
most violent rushes back and forth past his dam while grazing 
in the pasture, when a few minutes rest will restore his energies. 

The judicious and discerning trainer must base his art upon 
this provision of nature. If the race for the pacer and the 
trotter had been fixed at a quarter of a mile instead of the mile, 
and at greater distances, as is sometimes the case, much of tire 
difficulty would be removed, as, in that case, speed would be the 
prime essential, and endurance of secondary importance. Few 
horses cannot be trained to carry a very fast clip for that dis. 
tance. There have been many horses that could trot, and 
others that could pace a quarter of a mile in 30 seconds, and 
others even faster, but none yet has been able to go the mile in 
two minutes with the one exception. Hence, the trainer's capi- 
tal stock is the horse's natural ability for rapid locomotion for a 
short distance, and, subsequent, speedy recuperation. It is the 
province of the trainer to elaborate, supplement and intensify 
these natural qualities. 

The fact that ignorant persons without any knowledge of 
the fundamental physiological principles relating to scientific 









Developing the Trotter. 97 

training of the horse have succeeded in developing remarkable 
speed in the pacer or trotter, does not, by any means, disprove 
the necessity and efficacy of scientific training based upon phv 
siological principles,for where one such has been trained suc- 
cessfully .there have been hundreds of failures. 

Senator Stanford's Five Rules. 

Exposition and analysis of Senator Stanford's Five Rules 
for Developing the Trotter, by J. W. Mercer, first published by 
me in "The Horseman. " 

Rule 1. "No horse in condition to be worked for speed 
shall be jogged, as it is then a useless waste of force." 

Rule 2. "The amount of work to be given the horse, and 
the distance he is to be driven, must be determined by his 
condition." 

Rule 3. To develop and to acquire speed, the horse must 
be driven short distances, hut forced in some part of his work 
to a supreme effort." 

Rule 4. "The horse should not be driven far enough to 
produce exhaustion, since, at that time relaxation occurs and 
break-downs are the result. Always go to the stable w.'th the 
full speed left." 

Rule 5. "When the horse has acquired speed, lengthen 
the drive gradually until he has developed the necessary 
motive and lung power to carry the speed the full distance he 
is expected to go 

Often we find that while many important and useful dis- 
coveries appear to have been the result of accident, they 
prove, when fully investigated and applied, to be based upon 
really scientific principles. On the other hand, many equally 
useful scientific facts are the deductions of theories and hypo- 
theses demonstrated by actual test and experiment. This is 



98 Developing the Trotter. 

no less true regarding the trotter in training than in other de- 
partments of human endeavor. The theories and practices of 
former years have been Yery much modified— indeed, revolu- 
tionized in some respects. Could the shades of the immortal 
Hiram Woodruff return from the happy trotting grounds on 
the go ] den shore and view in panoramic procession the 
radical changes which have taken place in the trotting world 
since the grim flagman caught him outside the distance pole 
he could illy conceal his astonishment and admiration at the 
frail "bike," nicely-fitting boots and lighter shoes with which 
the modern trotter is now accoutred, nor refrain from holding 
up his hands in "holy terror" at the quantity of grass fed to 
Allerton the evening before his race. While many gocd and 
fast trotters have been developed by all manner of methods, 
and by no methods, by systematic braining and total lack of 
system in training, yet the fact remains that to insure the 
highest general success the trainer must conform strictly to 
the laws governing physical and mental development. 

Ideal success is attained only when the horse has reached 
the highest degree of speed of which he is capable and pos- 
sessess a disposition to exert his powers to their uttermost as 
long as he is asked to do so without any inclination to break 
from the trot. These attainments cannot be considered of a >f 
high order when represented by the "magnificent cripples" * 
which are almost universally the product of the old sys- v * 
terns of training. The ideal developed trotter is a paragon of 
soundness and health. Hence there is much that is radically 
wrong in any system of development which results in making 
a cripple of the average horse subjected to it even, as is often 
the case, before he has had the opportunity to accomplish the 
object for which he was bred, raised and trained, and m%y 
with reason be characterized as a failure. 



Developing the Trotter, %\ 

Rule 1— No horse in condition to be worked for speed shall 
be jogged, as it is then a useless waste of force. 

When the horse is in condition to be worked for speed - 
speed and the ability to trot the mile out being the great de- 
sideratum of the trainer—all his efforts must be exerted with 
this end in view, the most rigid economy of force must be 
observed, none to be frittered away in useless jogging. In 
obedience to the great law of compensation— of waste and re- 
pair—a certain amount, of exercise is essential to the health of 
the physical and mental, systems of all animals. With less 
than this, degeneration results; in great excess, relaxation and 
disorganization ensues. Light, heat and motion are only dif- 
ferent manifestations of energy— the result of mechanical 
and chemical forces. During the Jife of all warm-blooded 
animals^ as man or the horse, both mechanical and chemical 
operations are constantly going on within the body— the beat- 
ing of the heart, the circulation of the blood, the oxidation of 
the carbon in the blood by means of which the temperature 
of the body is maintained. These operations are attended by 
a wasting of the material substance of the body which is re_ 
placed by matter furnished by the food and drink of the sub- 
ject. This waste increases in proportion to the amount and 

tfnature of the exercise given. 

• Let us suppose that three horses, all in condition to be 
•* worked for speed, are standing in their boxes. One is allowed 
to remain in his stall, the second is hitched to a cart and 
walked three miles, the third is hitched to the "bike" and 
worked three miles for speed, doing several quarters at his best 
clip. The first horse has sustained a certain amount of loss 
of material substance by reason of the performance of the 
functions and the maintenance of the normal temperature of 
his body— which loss will be increased as the temperature uf 






100 Developing the Trotter, 

the stall is lowered. The second horse has, in addition to the 
causes enumerated in connection with the first, to supply the 
waste occasioned by the exercise taken ; while the third, which 
has been subjected to more violent exercise, has sustained a 
correspondingly greater amount of waste. The nourishment 
consumed by the horse is the source from which is derived all 
muscular and nervous activity by means of which he is ena- 
bled to make all exertions more or less violent, and his capac- 
ity to consume and assimilate food measurably determines his 
ability to make and sustain the effort necessary to trot a fast 
mile or race. The food is the fuel which supplies the steam 
to run the engine. 

The fact that many trainers are accustomed to spend so 
much of their time and the energy of the horse in jogging gave 
rise to this first rule, which was a radical innovation in the 
methods generally followed. To illustrate we may introduce 
comparisons: The horse is in condition to be worked for 
speed. We boot him, harness him, and hitch him up just the 
same as we should to race him. Remember, we are not ?oing 
to jog him, but to work him for speed. Of course he will be 
both walked and jogged incidentally, but not in the usual 
acceptance of the term as will be seen further on. We walk 
or jog him the reverse way of the track, up to the quarter 
pole; here we turn round an 1 start along down toward the 
wire, finishing at a good stiff gate. Now we walk him back 
up to the quarter-pole and brush down as before, sending him 
along from the eighth-pole as fast as he can trot squarely. 
This is repeated perhaps five timos. Each effort has aggre- 
ated a little more that half a mile — in all about three miles. 
If desired the horse may be started up and brushed back and 
forth through the stretch instead of in the manner described. 
He must now be properly cooled out and returned to his box* 



Developing the Troti 101 

It will readily be seen that no force or energy of the horse has 
been wasted in idle jogging, but expended in developing speed. 
Theoretically the horse is to be worked on this plan daily, 
and in accordance with rule 2. The illustration is only typi- 
cal of the system of training. 

Now let us consider what has been accomplished by our 
neighbor who came out with his horse hitched to the cart at 
the same time we came out with ours. He, too, has a rule, 
which is to jog his horse ten miles every day, he does not 
•'repeat'' him. Be is a very moderate jogger, for many horses 
are jogged fifteen and twenty miles daily. He is kept quite 
busy and at the end of an hour the jogging is completed. His 
horse, covered with foam and sweat, is hurried off to the 
barn, for this trainer has another rule, which is to "always 
have a scrape on the horse when he is brought in so he can 'rub 
him out,' " and, if properly done, it will require an hour more 
to "cool him out." What has been accomplished? Surely no 
speed has been developed. On the contrary, no inconsiderable 
amount of "force' 5 has been wasted and much valuable time 
squandered, for the horse can trot no faster then when taken 
from the stall, nor has the jogging in any way prepared him 
to increase his speed in the future. The next two days we 
work our horse in the manner described and our neighbor 
does his daily jogging. 

Now compare results. By a well-established physiological 
law the animal organism acquires power, ability and facility 
to perform feats of strength and agility by practicing or re- 
peating acts or feats leading up to the climax of the perform- 
ance, always in a progressive manner, so that no overt act of 
violence may be done to any organ concerned. Our horse has 
been trained three consecutive days, on each of which 
he has exerted himself to his utmost, his full speed having 



102 Developing the Trotter. 

been required of him several times for a short distance; con- 
sequently he must be three days nearer the point where he 
will be able to trot a fast mile. Ca nthe same be said of our 
jogging neighbor? Certainly not. All in the world his daily 
ten miles' jogging has effected is, perhaps, to better the con- 
dition of the horse to do the same thing— jog ten miles in the 
same or less time, or jog a little more than ten miles in the 
same time, depending entirely upon whether the horse was 
originally capable of jogging ten miles within the given time 
without injury, which may or may not be true. Certainly, in 
accordance with all physiological and hygienic laws, he has 
in no wise accomplished any direct improvement in his capa- 
bility of going a fast mile. 

Eule 2— The amount of work to be given a horse and the 
distance he is to be driven must be determined by his condi- 
tion. 

In our consideration of rule 1 we assumed five turns 
beyond the quarter-pole and back to the wire to be about the 
right amount of work for the horse, but in accordance with 
rule 2 the amount of work to be given must not be fixed arbi- 
trarily, yet our jogging neighbor impartially gives each horse 
ten miles daily. He assumes that every horse in training 
needs ten miles at least. » 

As stated under the analysis of rule 1, there are two 
methods of applying it; the horse may be walked or jogged 
slowly up beyond the quarter-pole and then brushed back 
past the wire; or he may be brushed back and forth through 
the stretch or round the turn. The former method is prefer- 
able in the earlier stages of training, the latter when the 
horse is in condition to take more work. However, if the 
horse is to be given more than five or six brushes as men" 
tioned, it will be well to take him from the track, walk and 



Developing the Trotter. 103 

rest him up for twenty-five or thirty minutes, then return 
him for further efforts; or he may be worked twice a day, 
over-work being studiously guarded against. 

Rule 3— To. develop and acquire speed the horse must be 
driven short distances, but forced in some parts of his work 
to a supreme effort. 

Development of speed at the trot, like all physical and 
mental acquisitions, must be the result of efforts directly in 
line with the object to be accomplished. Every time the 
horse is induced or forced to trot faster than before, speed 
development is the result. In contra-distinction each day 
that the horse is jogged ten miles, as before mentioned, no 
speed is developed; but, on the contrary, he is developing the 
ability to trot ten miles at the rate at which he is driven 
repeatedly, whatever rate that may be. No horse possessing 
phenominal speed can trot a mile relatively as fast as he can 
a quarter, however thorough his preparation; yet, ability to 
trot a fast quarter is reasonably presumptive evidence of an 
animal's capacity to trot a fast mile when properly condi- 
tioned. On the other hand, the horse that cannot learn to 
trot a fast quarter is not very likely to learn to trot a fast 
mile. 

Rule 4— The horse should not be driven far enough to 
produce exhaustion, as at that time relaxation occurs, and 
break-downs are the result. Always go to the stable with the 
full speed left. 

That few horses now remain perfectly sound during their 
cour.e of training is, alas, to well known. There must be a 
cause for this wholesale production of cripples. The cause is 
not hard to find. A coit is considered sound at birth, barring 
hereditary weaknesses; but was there ever a colt free from 
entailed unsoundness foaled in domestication? Now, were 



104 



Developing the Trotter. 



this colt allowed to run in the pasture "at his own sweet will," 
and never galled with the weight of harness or saddle, he 
might attain a ripe old age free from blemish or scar and be 
to all appearances, sound, with even his hereditary defects 
measurably obliterated. 

Mother Nature's efforts may be exerted in this wise: The 
vital and physical energies not being called into frequent 
excessive action, as in the case of the horse or colt in training 
have leisure to repair and strengthen the innately defective 
or weak parts the result being a comparatively sound animal 
one, at least, with no visible deformities; whereas, when the 
nervous and physical forces are exhausted' by long continued 
or too frequent violent efforts, there remains no surplus energy 
to repair hereditary or acquired defects. "A chain is no 
stronger than its weakest link," runs the old saw, and by too 
frequent excessive exertions the whole system is weakened 
and the defective parts give way. 

Had former methods of training been less rigorous, and 
especially had these efforts been shortened, thereby permit- 
ting the restoration of the equilibrum of the vital and phy- 
sical forces, strength would have been added to strength, in 
lieu of exhaustion and ultimate break-down. Practically the 
same perfection in the animal may be attained and main- 
tained during the course of training as in the case of the 
horse in the pasture, if his efforts are never carried to a point 
approaching exhaustion and ample times is on all occasions 
allowed for complete recuperation. By this means and this 
only can perfection be approximated. Any course in which 
these facts are not observed is suicidal. 

At srme point during this daily training the horse is, if 
his work has been properly graduated and the conditions are 
light, able to surpass anything he has ever been able to do 



Developing the Trotter. l()o 

before. This is theend to which all his training up to this time 
has been done. Very well; he is given the necessary prelimin- 
ary preparation, he makes the effort, he trots the eighth 
quarter, half or mile better than ever before— better than it 
was thought he could. Will wisdom or good judgment dictate 
that he shall be required to repeat the effort over and over— 
again till he is on the verge of exhaustion— nerves, heart and 
muscles all in a flutter— or that he be "returned to the stable 
with his full speed left," to recuperate for a subsequent su- 
effort? The. fact that a horse has surpassed all previous 
efforts is evidence sufficient that he needs immediate recuper- 
ation, for it is the high tension to which his system has been 
subjected that tells upon it, much more than an extended 
moderate effort. If he is repeatedly compelled to make the 
effort until, from exhaustion, he has neither the disposition 
nor ability to approach his best, his actual progress in speed 
development and racehorse qualities are materially retarded, 
if not permanently lessened. He has received a set-back in 
his work which time alone can repair. His disposition has 
been soured. Not only this, but any predisposed weaknesses 
are much aggravated, and culminate, perhaps, in positive 
lameness. His chances subsequently to excel his previous 
high-class performance are not nearly so good as they would 
have been if "returned to the stable with his full speed left.'' 

Rule 5— When the horse has acquired speed lengthen the 
drive gradually until he has developed the necessary motive 
and lung-power to carry the speed the full distance he is ex- 
pected to go. 

Theoretically, the horse has now acquired the requisite 
speed, and it remains to complete his condition to carry it 
the mile or series of miles. This feature of the horse's educa- 
tion requires quite as much moderation, skill and judgment 



106 Developing the Trotter, 

as in the previous stages of training; for, while every eighth, 
quarter and half-mile performed properly is a passport to his 
ability to go a fast mile, the faster he can go an eighth or 
quarter the more likely is he to be overdone. There are so 
many evils resulting from overwork that it cannot be too 
studiously avoided, These are manifest in a horse's hitching, 
hopping, breaking, side-reining and the many other faults 
which go to perplex the trainer and retard the progress of the 
trotter. Hence, to insure legitimate and permanent improve- 
ment, the horse must not be forced nor permitted to exert 
himself for any distance beyond which his previous prepara- 
tion has fitted him to go without danger of overworking him, 
which is a more serious matter than many suppose. 

It is a noticeable fact that a colt, however young, at least 
after a week or two old, is able to run a short distance, per- 
haps an eighth of a mile, at a terrible rate with no previous 
special preparation and with no apparent injury. Also that a 
young thinsr, perhaps less than a year old, may be harnessed 
to the cart and compelled to draw a man repeatedly for a short 
distance— an eighth of a mile— at the trot, pace or run, with 
no perceptible evil effects. 

Why, a pacer fourteen months old, weighing less than 600 
pounds, the past season often pulled a man eighths of a mile 
in less than 17 seconds — better than a 2:20 clip. Some parts 
of this distance he could pace a two-minute gait. But the 
clip was so terrific that if he started away at his best he was 
liable to falter at the finish of the 40 rods. The same is true 
of the fastest and best conditioned pacer or trotter that, so 
far, ever lived in going the mile. If he is strung out from the 
start he is sure to slow up before the wire is reached. With- 
out entering minutely into the details of the hypothesis, 
suffice it to assume that any sound colt a year or more old can 






Developing the Trotter. 10? 

trot or pace an eighth of a mile at his best clip without in- 
jury, that he can do this with no previous preparation oth^r 
than sufficient to break him to harness, that he can do this 
repeatedly within reasonable limits, that he can go a longer 
distance at a correspondingly slower rate up to the mile. 
Conversely, the mile appears to be the utmost limit to which 
the horse can carry his clip; indeed, experience so far has 
shown this distance quite too long. 

It is a consummation devoutly to be wished for by the 
trainer that he may ultimately be able to get his charge to 
carry his full speed to the end of the route. Hence the trainer's 
stock in trade is the eighth of a mile— forty rods— and his 
fortune to be amassed is the mile— 320 rods. Therefore his 
success in business depends entirely upon whether or not he 
squanders his patrimony in riotous living or practices the 
necessary economy and frugality. 

Practical Development of the Trotter and Pacer. 

There is scarcely a locality in the whole length and breadth 
of the country where the ubiquitous trotter and pacer is not now 
to be found. 

And since the market value of the light harness horse is al- 
most wholly determined by his education and his speed, a chap- 
ter on the practical development of the trotter and pacer is here 
included, which, it is sincerely hoped, may be of much value to 
all who have such stock to handle. 

The scientific aspect of training the trotter and pacer is 
treated under the articles: "Scientific Development of the 
Trotter and Pacer," "The Exposition and Analysis 
of Stanford's Five Rules for Training the Trotter." 

Also the primary education of the horse; the care and bal- 
ancing of the feet, in common with all kinds of horses is pro- 



108 Developing the Trotter. 

vided for. Hence, when the time comes to begin the practical 
development of speed, th3 horse is supposed to be thoroughly 
broken, and tractable; and that his practical development is to 
be conducted upon scientific principles. 

Supposing the subject to be a young thing— yearling, two- 
year-old or three-year-old; or older; the work is to be conducted 
in the same general way - varied in accordance with the pre- 
vailing conditions. 

And, since this department is intended especially for the 
amateur trainer, I shall enter somewhat into the minute details. 

Supposing the colt to be well broken and tractable, and you 
are now to give him his first lesson upon the track. Have the 
colt's feet trued and balanced as directed elsewhere in the work, 
and work him a little time bare-footed. Or have him shod all 
round with light plain shoes at first, and study his gait and 
action. 

Hitch the colt to a light cart, drive him on to the track, 
turn him to the left and proceed slowly the "reverse," or "wrong 
way," well to the outside. Drive him a few times round in this 
direction . Now turn him, go in well up toward the "pole"— in- 
side— and drive him a few times round in that direction. 

This work is to be continued and repeated daily, until the 
colt has become familiar with all his surroundings upon the 
track. Then he may be brushed along a little at intervals. It 
is always best to have him well disciplined before changing him 
from the cart to the sulky; for it is very important not to per 
mit him to make any mistakes. 

The amount of this preliminary work must be determined 
by all the attending circumstances— condition and disposition of 
the horse or colt; the season of the year; the time that can be 
devoted to this work; the kind of cart used- if you have one of 
the light modern speeding carts, then no need to hurry the 



Developing the Trotter. 10U 

change to the bike. However, when the time has come to be- 
gin his work for speed— and this is just as soon as the track is 
in safe condition— the colt should be hitched up right, and 
hitched light: and his work begun, and no time fooled away in 
useless jogging. 

We will suppose our subject to be a two-year-old trotter, of 
average size, and fairly gaited, well broken and educated to the 
track; shod— eight or ten ounce shoes in front, and four or five 
behind. It is best to boot him up pretty well, as a precaution 
against hitting himself— it is much - easier to prevent faulty 
action as a result of striking, than to cure it. Put on quarter 
boots, scalpers, front and hind shin boots to start with: and any 
others that prove to be necessary to protect him. 

After a time such of the boots as he does not need, may be 
left off. 

Check the colt up loosely at first— sometimes a side check 
may be used to advantage. The manipulation of the check is a 
very important feature in training the trotter and pacer. 

All the preliminaries having received due attention, hitch 
up the colt and drive out upon the track— supposing it to be a 
mile track. Go back up the stretch above the distance stand^ 
turn round, and start back at a good fast jog. After passing 
the quarter pole, pull up and talk the colt back to a slow jog 
Jog on slowly round to the three-quarter pole; here begin to 
move him along faster, gradually increasing his speed, finishing 
down past the wire at a good brush. Pull him up, turn round 
and walk him back up beyond the distance stand. 

Now turn him round and brush him down well past the 
quarter pole, gradually swinging out from the pole toward the 
middle of the track, slow up, turn round and walk him back 
well past the first quarter pole. Turn round again, swing in 
close to the pole, start him along, and drive him on past the 



J 10 Developing the Trotter. 

halt-mile pole, letting him step the last eighth about as fast as 
he can go good gaited. When well past the half pole, gradually 
swing out, slow up, turn round, and walk him back well past 
the half pole. Turn round and work the third and the fourth 
quarters in the same manner. 

This will make a work-out for the colt. Now take him to 
the barn, unhitch him, give him some water, sponge off his 
mouth, nose, and eyes, take off his harness and boots, and 
sponge off his legs. 

If the weather is cool, cover him up so he will be kept 
warm, and walk him ten or fifteen minutes. Then hitch him 
up and give him another similar work-out. And yet one or 
more additional ones, according to the circumstances of the 
particular case— always bearing in mind that it is far better to 
work the colt to little tlran too much. The colt may be worked 
in this way every day, so long as he keeps right, and shows im- 
provement in speed, condition and disposition. If he gets a 
little stale, give him less work, and a day or two ofT; and to ex- 
ercise him, walk him; don't jog him, which, as is usually 
practiced, is an abomination. 

There are several purposes to be subserved by this method, 
of working the colt. All his energies are utilized in developing 
speed and condition. He can be worked every day for speed. 
He can be given far more work with less danger of injury than 
by the ordinary method. This is the natural way to develop 
speed and condition. He is taught to rely more implicitly upon 
his driver. By constantly talking to the horse while speeding 
him he learns to take his cue from his driver and is governed 
accordingly. 

This method of training early teaches the colt to square 
away and get on his stride promptly — a most invaluable acquis- 
ition in the road horse or the track horse. The horse that can 



Developing the Trotter. \\\ 

be relied upon to turn round, come to the wire on his stride, and 
get away at, approximately, full speed, has an immense advan- 
tage over the horse of the opposite proclivities, though the latter 
may outclass the former in the matter of speed. Often the era- 
tic, speedy. horse scores himself and most of the field to death; 
and loses the race to the horse of less speed, but more sense, and 
better education, that will go back up the stretch a short dis- 
tance, turn short, get away fast, stop and come back at the tap 
of the bell; repeat this as often as required, and go for the heat 
fresh and strong when the word is given. This system of devel- 
oping and training the colt prepares him for all such emergen- 
cies. The horse that has to be taken away back in the vicinity 
of the three-quarter pole and then carried away down near the 
quarter pole before being pulled up and turned, at each score, 
is fatally handicapped in comparision with the horse that has 
been developed and trained by this system— other qualifications 
being approximately equal. 

And the driving horse that can turn round and get away 
promptly; or start up and get on his stride at once, is much 
more satisfactory than one that may have even more speed but 
is beaten in the brush before he can get started. 

By this system of development, the colt never gets unduly 
tired and winded; while the contrary is true of the conventional 
system. And it is when the colt becomes tired that he hits 
himself and becomes bad gaited. And it is always the most 
promising and speediest colts that go wrong first when injudi- 
ciously trained; for their great speed quickly tires and exhausts 
them; then they commence to strike and go bad gaited. Con- 
tinued repetitions of this mal-treatment causes the trouble to be- 
come chronic, the colt cranky and sour; and the brightest pros- 
pect proves a signal failure to the surprise and chagrin of both 



112 • Developing the Trotter. 

trainer and owner. Hence, it is that the natural inheritance of 
extreme speed may prove fatal to it possessor. 

As soon as the colt begins to tire he commences to lose his 
precision and harmony of action -goes broken or rough gaited 
—he is to be taken back at once; further fast work is a positive 
detriment. 

Every time the colt performs a quarter as fast, or a little 
faster, than ever before, smoothly and good gaited, he shows 
substantial improvement. For it demonstrates that Irs im- 
provement is progressive; and that he has suffered no deterio- 
ration from overwork or otherwise; and that he is one more 
point advanced toward the consummation for which he was 
bred, and is now in training. And every time the colt is forced 
to carry his clip beyond the distance for which his condition 
and preparation has fitted him, he must suffer injury; and, by 
indefinite repetition the injury becomes irreparable. 

The development of speed in the colt should be constant 
and gradual— not spasmodic. 

While the course already prescribed is to be generally prac- 
ticed, and relied upon for the development of speed it is to be 
varied and modified: Occasionally work the colt the half in 
the manner prescribed for the quarter; that is— mix in a half 
in place of the quarter once in a while, as his work is advanced 
and his condition sufficiently improved. Then, occasionally, 
give him a slow mile— the first quarter fast, and the last eighth 
or quarter fast according to the condition of the particular in- 
dividual. 

Work the colt in company as much as possible. 

At any time when the colt appears unduly warm, or dis- 
tressed, either let him walk till he recovers or what, perhaps, is 
better, take him off the track and cool him out— it is suicidal to 
continue to work him for speed, while in that condition. 



Developing the Trotter, 113 

It may occur that after the colt has been taking work 
kindly and all right, for a time, on going out upon the track, as 
usual, he may not act like himself— appear cranky, and mani- 
fest ill temper in various ways; not inclined to step out with his 
usual spirit; breaks when urged to go along; shakes his head; 
fights the check. 

Any real trainer, after working a colt long enough to become 
familiar with his individual, mental and physical idiosyncracies 
should be able to determine at once, when he is in proper form 
for work and not "shamming" as is often assumed. However 
this is one of the distinctions between the "would be" and the 
real trainer. 

The sagacious trainer will apprehend, at once, that some- 
thing is amiss with the colt; and not commit the egregious blun- 
der that many do— whip and run him; pull and jerk him, be- 
cause he is '•'cranky;" but take him from the track at once; 
unhitch him and return him to his box, and ascertain what is 
wrong with him. Learn the condition of his temperature and 
pulse. If no need for medical treatment is indicated, cover him 
up according to the temperature of the weather and give him a 
little walk in the open air — in the sun, if the weather is cool, 
and in the shade, if hot; give him some grass if obtainable 
Get him back into form before trying to work him for speed. 

The work of the colt so far prescribed, is designed, primar- 
ily, for the development of speed. And, yet, every fast eighth 
and quarter he has performed, has directly contributed to his 
abilities to perform a fast mile, by the enhancement of the two 
essential prerequisites— speed and condition. 

So, also, shall his subsequent special preparation for the 
mile, continue to contribute to his speed development. 

Supposing the colt's work has progressed satisfactorily, and 
the time has now come to prepare him for a mile trial. 



114 Developing the Trotter. 

Get him ready, go out on the track, and give him his prelim- 
inary brush work. Bring him in and cool him out. 

Hitch him up again, return to the track, go back about 150 
yards above the wire, and score him down 150 or 200 yards past 
the wire. Pull him up, go back about the same distance as be- 
fore, and come to the wire about as fast as the colt can go— this 
time you are going the mile- and work him along fast, well past 
the quarter pole, then take him a little, keeping on, and when 
you reach the three-quarter pole, finish the mile as fast as he 
can go. 

Take him in, cool him out, and work him another mile or 
two in the same way. 

The following day his brush work may be resumed; and the 
next, his mile work repeated . 

As his mile work progresses, it is to be varied by extending 
his drive in the first part of the mile beyond the quarter pole, 
gradually approaching the half pole. 

Then easing him up through the second quarter, and work- 
ing the last half fast. 

Then, again, working the first and last quarters fast, with a 
good stiff drive all through the middle half. 

The colt should now be worked only alternate days, and 
given a walk of about two miles twice a day, on the other days 
—not jogged. 

Or worked two days and walked one. Or worked one day 
and walked two, to be determined by the condition, and require- 
ments of the particular case. Under no circumstances, over- 
work him. 

The colt can be prepared, and given a few mile trials, in this 
way, and then his work for speed development resumed. 

And, at intervals, given further trials, if desired; but at no 
time should the colt be strung out for a mile— one that has suf 



Developing the Trotter, US 

ficient speed and breeding to warrant his being trained for a 
track horse. 

Nor is such a course at all necessary; for any one possessing 
sufficient skill and judgment to be a successful trainer, can 
determine approximately, what the colt is capable of doing' 
without the hazard of such a test. 

There are no "cast iron, rules" applicable to the training of 
the trotter and pacer. 

While upon almost every page of this dhapter, and upon 
some pages perhaps twice, I have admonished the trainer to stu- 
diously guard against over-working the colt, this feature of the 
work is of such vital importance that I am constrained to recall 
special attention to the matter again at the risk of being tedious. 

There will be found colts possessed of different degrees of 
natural speed from the one that can scarcely hit a trot to the 
one that can "stop the watch." 

And I apprehend that if the statistics were available, it 
could be shown that the phenominally promising colt has prov- 
en a failure quite as frequently as the one of the mediocre class. 
Why is this thus? Why this apparent— or rather real paradox? 

Has nature's endowment of early speed necessarily entailed 
premature decay? Well, nay, verily. Everything else being 
equal, I will take the natural born trotter for mine. Yes, and 
I'll give you odds. Nature has made no mistake. It is lack of 
skill and judgment in the trainer that has wreck and ruin 
wrought . 

The colt or green horse of the mediocre class has so little 
speed, and his development is so slow that his condition keeps 
quite in advance of his speed; while exactly the reverse is true 
of the born trotter— he is never in condition to do the work 
required of him. That is, by the average trainer. Hence, as a 
natural consequence, he must sooner or later, begin to go back; 



116 Developing the Trotter. 

and keep going back till surpassed by his 'erst while' much less 
favored brother. And yet such should not be the case. The 
natural trotter should and would, if properly treated, always 
out trot the artificial trotter. 

The phenominally fast colt must be trained upon physiol- 
ogical principles, and with mathematical precision; and his 
speed and energy economized with as much assiduity as your 
bank account. 

No off hand haphazard training is to be tolerated. Every 
rod the colt is driven must be for a distinct purpose, and counted 
in his work. 

Always carry your timer with you and note accurately, and 
record every brush the colt makes. And when, at any time, 
he shows a brush considerably faster than ever before, which he 
s sure to do when treated in this way, why, then don't try to 
beat it the next time you come to the track, but take him back 
for a few days and bring up his condition to this advanced 
point. 

Always work the colt or horse upon the track, when work- 
ing him for speed. Never upon the road. All this talk 
about the horse's becoming "track-sick" is nonsense— if the 
horse is properly trained. The track is far more safe and suit- 
able to work the trotter or pacer for speed; I have known many 
horses injured, and some ruined by working— jogging— them on 
the road. If you want to "city break" the horse, that should be 
quite a different thing, and can be best done as a separate accom- 
plishment, when the time comes— at sometime at least, when he 
has no track duties to perform. 

Having determined how much work you think the colt 
should have, it will be a very safe proposition to give him only 
about half the amount for the first sixty days— more especially 
if he has great natural speed. 



Developing the Trotter. 



117 



But it is so easy and so natural to want to drive the speedy 
ambitious colt a little further and a little faster that it is so hard 
for some to refrain! 

The colt in mind, in the work so far laid out in this con- 
nection, has been the two-year-old. However, the same kind of 
work, in general, is to be given to all undeveloped horses worked 
for speed, of whatever age. But the amount of w r ork must be 
determined by the requirements of each. 

All the while the colt is to be properly fed, cared for, booted 
balanced and shod; each of whicfa considerations requires rare 
skill and mature judgment; and the lack or neglect of either 
may prove disastrous 




118 



Wafsie L, 



This cut was made from a photograph of WapsieL.,by 
Wapsie, son of Green's Bashaw. He was a dun stallion, five 
years old at the time 1890— weighing 1250. He was a pacer 
with much speed, but not quite breeding enough to go the route 

I educated him to drive without the bridle or lines; and gave 




WAPSIE L. 



exhibitions with him at a number of places in Nebraska, as will 
be remembered by many. 

Perhaps there is no practical utility in so educating the 
horse, further than indicating the possibilities regarding his ed- 
ucation. If a young stallion can be so educated as to be per- 
fectly reliable to be driven with neither bridle or lines, what 
may be said relative to the shameful inadequacy of the educa- 
tion usually accorded the horse? 



BREAKING THE HORSE TO RIDE. 



EVEfiY horse should be broken to ride, and by means of 
the grape-vine hitch, and the inductive system, it be- 
comes a very simple matter attended with little or no 
danger of accident. Give the horse the usual work out in the 
grape-vine hitch. Get on and off his back from both sides, re- 
peatedly . Bide him from his ears to his tail. Put on the saddle 
and take off, repeatedly. Bridle him; get on, take the reins and 
"make believe" riding him. 

Give him this kind of work several times a day for several 
days, when he will be ready for his first lesson in real riding. 

Now put on the saddle and bridle. Saddle up a good gentle 
horse broken to ride, with a good strong saddle with horn. 

Breaking" Horse to Saddle. 

Get on to the broken horse and take a turn or two of the 
lead rope round the horn of your saddle, bringing the horse up 
quite closely. Now let your assistant mount the green horse, 
and quietly start along. 

The preparatory work given the horse in the grape-vine 
hitch has familiarized him with saddle and the man on his back. 
His education is to be continued by teaching him to move along 
and the use of the reins. By having a short hold on his lead 
rope he cannot run forwards or backwards; he cannot pitch or 
fall backwards. About all he can do is to go along. Indeed 
that is about all he will attempt to do. 

After working him for a time with a short hold, let out a 
little more slack; increasing it from time to time, eventually 
allowing quite a length of rope, accordingly as he can be trusted. 



120 Breaking the Horse to Ride, 

This is the inductive system of breaking the horse to saddle, 
by means of which any horse can be safely and completely 
broken without his ever learning to pitch or buck. 

It is the consummation of brutal foolishness to put a double 
cinch saddle on a green horse, then mount him and punish him 
with spur and whip as is the manner of the '^broncho buster." 

During this preparatory riding, carry a light riding whip to 
touch up the horse. The proper use of the whip is quite an 
essential part of the horse's education. 

After a few lessons in leading, the horse will learn to follow 
without leading; and later to go independently. 



TREATMENT OF THE FOAL. 



SINCE the value of the horse is so largely determined by his 
docility, intelligence and education, no pains and efforts 
should be spared to perfect these valuable qualities. And 
to one not familiar with the real conditions prevailing upon the 
farm where the horse is bred and raised, relative to his treat- 
ment, it may appear presumptuous to assume to instruct the 
farmer, who is an experienced and successful breeder of horses, 
and whose father and fore-fathers, from time immemorial, have 
likewise persued the same avocation, in the details of his busi. 
ness. But "by their fruits ye shall know them." And by the 
same token, it is painfully evident that most of them have come 
far short of their possibilities 

The old adage— "Whatever is worth doing, is worth doing 
well," is strikingly true regarding the horse. If he is worth 
raising at all, he is worth raising rightly. 

In order to give the foal the right kind of a start in his edu- 
cation, give him the right kind of parentage— don't breed from 
vicious stock— sire or dam. For the disposition— especially a 
bad one is most certainly transmitted. Don't breed from stock 
affected with any hereditary unsoundness, or malformations; it 
costs just as much to raise an inferior horse as a good one; and 
he is not worth half as much on the market, and is much harder 
to sell at that— a buyer will always hunt a good horse, while a 
poor horse has to hunt a buyer, and then does not always find 
him. 

Sell your inferior stock and keep only the best for breeding. 
Then you will have stock that will pay for raising, and will be 
a source of satisfaction. 



122 Treatment of the Foal. 

This has reference to his education, only. When the foal is 
but a few days old, his education should be commenced. The 
dam is supposed to be gentle and tractable. Approach the foal 
quietly, piece one hand under its neck and the other back of its 
hind quarters. In this way it can be restrained from going for- 
ward, backward, or breaking away. It may struggle for a short 
time in its efforts to escape, but will soon become reconciled 
and quieted. When if has become passive to this treatment, 
after a fewlessons, it may be further instructed by causing it to 
move forward— when starting it say: "Get up," or "Go on." 
After moving a few steps forward, say: "Whoa," and cause it 
to stop promptly. This informal instruction is the foundation 
of the education of the future horse; and it cannot be com- 
menced too early. 

Haltering: the Colt. 

When the colt is a few days old, it should be handled with 
the halter, and thoroughly broken to lead. Put on its head a 
nicely fitting, light halter with a long lead rein provided with a 
snap. Pass the rein back, on the left side of the colt's neck 
across over the withers to the right side, around the quarters 
where the breeching comes, then forward on the left side, for- 
ward across the withers to the right side of the neck, and down 
through the chin strap of the halter. Now grasp the two parts 
of the lead rein under the neck with the right hand, and the 
chin strap of the halter with the left hand. The colt is now to 
be worked in the same manner as described above— moving it 
forward at first by drawing upon the rein about the quarters, 
with the right hand, while restraining and guiding it with the 
left. Gradually the pressure may be changed from the right 
hand to the left, as the colt learns to yield to the change. 

It will much facilitate teaching the colt to lead to have an 



Treatment of the Foat. 123 

assistant lead the dam about in various directions, while you 
direct the movements of the colt. In a few lessons of this kind 
the colt will have been taught to lead. 

The head-stall may be left on the colt, and, at intervals, it 
should be given further practice in the art of leading. 

Teaching- the Weanling to Lead. 

In no case should the colt be suffered to go unbroken to 
lead longer than till weaning time. Suppose this to be the case, 
and the colt is now four or five months old. Of course, as 
stated elsewhere, the colt should have been thoroughly handled 
and tamed, beginning when but a few days old. If this has 
been done, there will be no trouble in putting the halter on it 
and very little in teaching it to lead. 

If the colt has not been handled and is consequently wild, 
as colts usually are, get it into close quarter— a box-stall— and 
halter it, putting on it a good strong nicely fitting leather halter 
with lead strap attached. Now take a half-inch rope fifteen or 
twenty feet long, at one end of which splice in a two-inch ring 
or tie a loop through which the rope will pass easily. Pass this 
rope round the colt's body just in front of the hips, passing the 
free end of the rope through the ring at the other end, bringing 
the ring immediately under the body. Now pass the rope for- 
ward between the front legs, and up through the lead ring of 
the halter. Take a position to the left and a little in advance 
of the colt's head; say— "Come here!" at the same time giving a 
sharp strong pull on the rope. The colt will probably hump 
his back, switch histail, and may be kick a little. But no matter, 
he will also move forward in your direction. Talk to him 
kindly, caress him, and repeat the operation several times— to 
the right and to the left, when in a short time the colt will fol- 
low you in any direction. Gradually change the pull from the 



124 Treatment of the Foal. 

body rope to the lead; then on both together; and finally upon 
the lead strap. It is well to have your assistant drive the colt 
along at first, and until it gets the idea of leading. It is entirely 
wrong to pull directly forward upon the lead strap at first, as 
this is sure to excite resistance by the colt. And in this instanc 
as in every other in the education of the horse resistance on the 
part of the horse is to be studiously avoided, except when you 
have him completely under control, as when secured in the 
grape-vine hitch, the primary purpose of which is to convince 
the horse that resistance is fruitless. 

To teach the colt to stand tied, take him into the stall, tie 
him quite short with the body rope, and more loosely with the 
halter strap, so that if he is disposed to pull back, the strain will 
come upon the body rope and not upon the halter strap. It is 
best to tie another horse in an [adjacent stall for company for 
the colt. To further reconcile the colt give him a small quan- 
tity of grain and hay to work at. If he is inclined to pull back, 
no matter if he tries the body rope a time or two, it will only 
convince him of the uselessness of his efforts. But it is very 
important that he does not pull on the haltei till he is thorough- 
ly broken, and then he never will. Let the colt or green horse 
pull violently a few times upon the halter and lunge forward 
into the manger, and the chances are that you have developed a 
halter puller. 

Even though the colt or horse may be thoroughly broken to 
lead, when first tied up in the stall, it is well to tie a rope across 
the stall behind him to prevent his backing out of the stall, or 
pulling back. 

Not by force nor yet by punishment, is the horse to be 
educated, but by strategy. 

Another method of teaching the colt to lead, is to take a 
rope of sufficient length, double it in the middle, drop it over 



Treat x m e?it of the Foal. 



125 



the colt's rump, allowing it to fall down about where the breech- 
ing comes, cross the rope over the colt's back, and bring an end 
of the rope down on each side of his neck, and pass both ends 
through the lead ring, or the chin strap of the halter, and buckle 
a surcingle snugly around the colt to hold the rope in place; 
and use this rope in the same manner as directed for the body 
rope. However, the first method is preferable. 

One of the very earliest lessons imparted to the colt should 
be that of having his feet and legs handled. For two reasons 
should this be done: When the colt is young and small, it is 
much more easily handled, and offers little resistance. And in 
order to insure sound feet and legs, the colt and the horse must 
have his feet rasped and dressed at regular intervals. 

Besides, for the horse to be educated, he mast have every 
square inch of his surface, and every member of his body— legs 
feet, tail, ears, nose, mouth, brought under complete subjection 




MISCELLANEOUS TOPICS. 



The Double Foot Rope. 

r pHE single foot rope, and some of its uses has been previous- 
X ly mentioned. And while the "W." or double foot rope is 
the principal means of control, and education of most 
modern "horse breakers," the inductive system of educating the 
horse finds but little necessity for its use. However, the 
"eclectic" province of this system permits the use of any and 
every proper means to accomplish the desired end . 

Arrangement of the Double Foot Rope. 

The simplest arrangement for the double foot rope consists 
in a strong surcingle on which are placed three common two, 
or two and a half inch rings; two ankle straps with a ring on 
each; and a rope of convenient size, long enough for the pur- 
pose. 

Tie one end of the rope in the right hand ring on the sur- 
cingle pass the other end down through the ring of the ankle 
strap, back up through the middle ring on the surcingle, down 
through the ring on the left ankle strap, and back up through 
the left hand ring on the surcingle, and the appliance is com- 
plete. There are other ways of constructing the double foot 
rope, but this arrangement is simple and inexpensive. If you 
have not the surcingle, any strap or rope may be used for the 
purpose; or the back pad of a harness can be used, and the rings 
slipped upon the belly-band. 

While it is very seldom necessary to use the double foot 
rope except for the purpose of laying the horse down, doubtless 



Miscella ncou s Topics . 127 

there may be cases where it can be used to advantage. P>ut 
care should be exercised to avoid injuring the horse's knees 

Laying the Horse Down. 

Every horse should be taught to lie down as an accomplish- 
ment. But whether or not his education in this respect is car- 
ried to that extent, he should be laid down a number of times, 
until he can be readily restrained when down. 

In certain accidents, the horse is liable to be thrown down, 
when it may be advantageous to keep him down while extricat- 
ing him. 

Take the horse out to a piece of yielding ground where he 
will not hurt his knees; put on the double foot strap, bring him 
to his knees, and while in that position, bring his head round 
against his right shoulder, when he can be readily brought over 
on his left side, and held in that position. 

After laying him down a few times in this manner, at each 
succeeding effort he will offer less resistance; and eventually 
can be caused to lie down by taking up one front foot, or by 
tapping him at the back of the knees. 

Teaching the Horse to Pull. 

What should constitute a very essential department in the 
education of all classes of horses excepting the light harness 
horse, is quite generally overlooked— systematic education in 
drawing a load; or, more particularly, in starting a load. This 
very important and valuable qualification, like many others 
pertaining to the education of the horse, are left to chance. 
Whereas it should be a matter of direct and systematic instruc- 
tion. 

The prior essential requisite to direct instruction in the art 
of drawing— starting— a load, the hoise must have been taught 



128 Miscellaneous Topics, 

to stop and stand quietly, and to start off steadily— no jumping' 
nor jerking. 

An ordinary wagon with a brake is, perhaps, the most con- 
venient and available vehicle to use in teaching the horse to 
pull. 

If the horse is to be worked double,his mate must be a good 
steady prompt horse. Having such a wagon and horse, first be 
sure that the colt's harness— especially the collar and hames — 
fit him nicely; hitch up the team, and walk them for ten or fif- 
teen minutes, and you are ready to begin the colt's first lesson 
in the art of drawing. Stop the horses and let them stand a few 
minutes, the lines lying loosely. Now draw up the lines, shak- 
ing the bits lightly, say: "Get ready boys." Pull up the lines 
so as bring the horses up squarely, then say: '-Go on boys.' 
Go forward fifteen or twenty rods, and stop. Let the team 
stand for a few minutes and repeat. After a number of starts 
have been made, and everything goes all right, apply the break 
—very lightly at first— gradually increasing the pressure, at each 
succeeding start. If the horse is quite green, or becomes restive 
about stopping and standing, just drive round a small circle, 
back to the original starting point each time. After working 
the team a few times round in one direction, work them in the 
other— alternating each way. 

This work can be carried to any extent within the powers 
of the horses, by gradually adding to the weight by loading the 
wagon and setting the break; but for all ordinary purposes it is 
not necessary to carry the work to the extreme limit. Yet it 
should be continued and repeated until the horse has fully 
mastered the problem of starting a dead weight, which can only 
be accomplished by proper education and practice. 

The horse may be taught to pull single, by the same system 
as prescribed for the double puller. He must be first thorough- 



Miscellaneous Topics. 121) 

ly educated to stop and stand, and to start off steadily. Fit the 
harness nicely, so nothing will hurt or annoy him; hitch him to 
a single wagon with a biake, and subject him to the same 
course of instruction as laid out for the double worker. 
Fitting the Collar. 
In either of these cases— single or double -constant care 
must be given to the fitting of the harness, particularly the col- 
lar, to guard against bruising or otherwise hurting the horse's 
shoulders. And, by the way, let me call the attention of the 
farmer and all others having the care of horses to the import- 
ance of having the collar fit the horse; and the names to fit the 
collar. The ordinarily constructed collar, if the right size, will 
work all right on the horse having neck and shoulders of the 
ordinary type. But there are many horses having necks and 
shoulders varying much from the typical form The shoulder 
instead of presenting an abrubt projection from the neck has 
a very sloping wedge-shaped structure. Then, again will be 
found horses whose shoulders are fairly well formed at the 
point, but the neck at the top of the shoulders is so thick that 
no common collar will fit them comfortably. All such hordes 
should have collars made and fitted to them, by an expert collar 
maker; for it is impossible to work them in common collars 
without causing sore necks or shoulders -very of f en fistulous 
disorders. 

Fitting* the Harness. 

Having fitted the properly constructed collar to the horse, 
it is necessary to properly adjust the harness— particularly the 
names. Bring the hames up closely to the collar from top to 
bottom, and adjust the draft properly— neither too high nor too 
low. 

Very frequently when a green fleshy horse is put to work his 



130 Miscellaneous Topics, 

collar tits him, but he gradually loses flesh, his neck and shoul- 
ders shrink, and his collar becomes several sizes too large. All 
such horses should have daily attention to keep the collar and 
hames properly fitted. 

The Kicker in Harness. 

The horse's habit of kicking in harness, like all his other 
chronic vices, is usually the result of mismanagement. Though 
some horses are very much more predisposed to kick than 
others. And this fact but emphasizes the necessity for the 
greater tact in the management of such, at the outset. As a 
preventative, there is nothing equal to thorough and repeated 
work in the grape vine hitch, by which means the horse learns 
the futility of his efforts to kick, as well as the harmlessness of 
bis imaginary foes. 

When he has given up his efforts to kick, and the time has 
come to hitch him to the cart, put on him a Sisson kick-strap if 
you have one; if not, take a three-eighths or half inch rope, 
long enough for the purpose, double it in the middle, run the 
two ends up through the bit rings, bringing the middle of the 
rope across the horse's nose. Now cross the ropes and pass the 
two ends through the over-check loops on the crown piece of the 
bridle, back through the territs, through a ring to be fastened 
firmly to the crouper strap a few inches above the tail, then down 
and tie to the shafts. 

Where the ropes cross above the nose, they should be se- 
curely tied: or perhaps it is better to bring them side, and tie 
them without crossing, since this arrangement will cause the 
ropes to fit a little better Should the horse try to kick, at each 
effort he will jerk his head up, and, following his unsuccessful 
effort in the grape-vine hitch, it is quite sure to reform him. 



Miscellaneous Topics, 131 

Working: the Balky Horse. 

The horae that balks in double harness can usually be 111- 
uced to go by the use of the rope arranged as for the halter- 
puller. 

Put on the horse the rope arranged as for the halter-puller 
and hitch him up with a steady, true horse. Tie the rope to the 
hame ring of the true horse, quite short, so that when the true 
horse moves forward it will tighten the rope causing the balker 
to move up. If the balker is a very bad case, it may be well to 
first start him by hitching another horse to the rope, and start 
him a few times in that way. And the single balker may be 
started in the same way. 

Pertinent Observations. 

Whoever assumes the responsibility of soliciting the time 
and money of another should have some thing of approximate 
equal value to offer, otherwise the exchange, if consummated, 
will not be a fair deal. 

There have arisen from time to time, many professional 
teachers of horsemanship, each extolling the merits of his own 
particular device for controlling and educating the horse. But 
not one has there ever been who has essayed to advance the ed- 
ucation of the horse, systematically, beyond the rudimental 
stage in vogue ever since primitive man first subjugated the 
wild horse of the plains. 

The exhibition and the circus horse have received special 
education in their particular lines; but scarcely any advance- 
ment has been made in the economic— the common, everyday 
practical— education of the horse, during the past hundred 
years. A hundred years ago it was was customary to educate the 
horse up to the point that upon the occurence of an accident' 
he was expected to kick or run away; and it is still the practice* 



132 Miscellaneous Topics. 

It seems never to have occurred to any one that it is both 
possible and practicable to carry the education of the horse be- 
yond this point so far as to render runaways virtually imposs- 
ible. In this work, is the first time the feasibility of such a 
hypothesis has ever been published in any book on horseman- 
ship. And no where else in print except in a number of art'cles 
prepared by the writer, at various times and published in sev- 
eral horse papers. 

With scarcely an exception, every professional horseman, 
has relied solely upon his skill in making an interesting show, 
or exhibition, in the operation of handling vicious horses of 
various kinds. Nor has there ever been a lack of material, due 
wholly, to no natural viciousness of the horse, but entirely to 
lack of skill in those responsible for their vicious treatment of 
the horse. And when the new departure, the "inductive sys- 
tem," has superceded the present 'no system" in the education 
of the horse, such professionals will find their occupation gone 
for lack of subjects on which to demonstrate their skill. 

Campaign of Education. 

It is designed to make this a campaign of education for 
both horses and drivers -especially drivers. For when the 
drivers are probably educated the horses will give no further 
trouble. Drivers will then treat the horse with deserving 
humane consideration; and discontinue all harshness and abuse. 

Barbarous Appliances. 

All the variously constructed rope bridles, are barbarous 
appliances; and their excessive use is conclusive evidences of 
the thoughtless, unskillful trainer. 

These implements have various names, as the Spanish 
bridle, the war bridle— first and second forms: the eureka bridle; 
the Bonaparte bridle; the double Bonaparte bridle— all com- 
posed of harsh ropes which lacerate the horses mouth. The 
virtues of these vicious appliances have been highly extolled by 
their inventors, and made much of by their pupils. But they 
should all be relegated to the past, with the thumb screw, and 
Hke implements of torture. 






TESTIMONIALS AND REFERENCES. 



REGARDING the testimonials and references here sub- 
mitted, I beg to say they are all from practical horsemen 
who are fully familiar with the statements made, as I 
have been at the Union Stock Yards horse market constantly for 
the past two years during which time I have handled several 
hundred horses— many of them as vicious specimens as come 
to this market. 

When I arrived here, January, 1898, the only person at the 
yards with whom I was acquainted was Mr. Leroy Marsh, of the 
commission firm of Marsh and Kenyon. On opening up for 
business I had printed the following card: 



J . W . M K R C E R , G ALESBURG, ILL 

Has located at 

UNION STOCK YARDS HORSE MARKET, 

For the Purpose of Handling 

GREEN, SPOILED AND TRICKY HORSES 

Owners and Dealers having such Stock are requested to give 
Him a trial. Satisfaction guaranteed. 



HEADQUARTERS: 



REFERENCES: 

Marsh & Kenyon, Chicago Horse 

Review, Chicago Horseman. C. 

w. Williams. Also any horseman Marsh & Kenyon's Barn No. 7. 

or business man in Galesburg. 



In answer to communications sent to "The Horseman" and 
"The Horse Review" requesting permission to use those publi- 



134 Testimonials and Reference. 

cations as references on the above business card I received the 
following replies respectively: 

CniCAGO, Jan. 24, 1898. 
J W. Merger, 

Dear Sir: 

Yours received. It is an unusual thing for 
us to do, but we accord you the privilege of referring to us. We 
trust that this will be of service to you, and wishing you all suc- 
cess, we are, Very truly yours, 

THE HORSEMAN, 

D. J. Campatj, Pres. 



Chicago, Jan. 14, 1898. 
J. W. Mercer, Esq., 

Ross Hotel, Root & Halsted Sts., 

City, 
Dear Sir: 

We are in receipt of yours of the 13th stating 
that you have added the review to your list of references, and 
if it will prove of any service to you, you are entirely welcome 
to it, and 6hould the opportunity present itself whereby we can 
personally recommend you to anyone with whom, you are about 
to come in business contact, we shall cartainly take pleasure in 
embracing the opportunity. 

Wishing you the fullest measure of succes, we remain 
Very truly yours, 

THE HORSE REVIEW CO- 



At present I am pleased to say, that of the hundreds of 
gentlemen doing business regularly, in connection with the 
market, there are very few with whom I am not now acquainted. 
And in addition to the names herein contained who have per- 
sonally signed their names for reference, I am presumptuous 
enough to assume that all the others with whom I have had 
business acquaintanc are willing that I may use their names for 
reference; and I thank them in advance. And I also extend 
thanks to all connected with the U. S. Yards horse market for 
ther uniform courtesy toward me during my two year's sojourn 
in their midst. 



Testimonials and References. 135 

Remarks: 

In regard to the system of developing speed in the trotter 
and pacer, as enunciated in that department of this work, 1 will 
say that those who have the Christmas "Review" for 1891, by 
reference to that issue will find that I won the $50 cash prize 
for the best article upon 'Colt Development" offered by that 
paper in competition with a large number of able writers. 

The following year I acted as editor of the "ask and an- 
swer'' column of the speed department of the 'Review, " as will 
be remembered by many. 

I was paid a considerable sum by "The Horseman" for an 
article upon "The Development of the Trotter," for the Christ- 
mas issue of 1892. This article was published also in the "Am- 
erican Trotter" soon after. It was again published in "The 
Review" of Jan. 1, 1895, under the title of "Some Points on De- 
velopment," and signed — "W. G. B." (Stolen.) 

Besides, I have written numerous articles on turf topics for 
"The Review," "The Horseman," "The American Trotter," 
"The Trotter and racer," and other papers. 

These statements are made in this connection that those 
who are not familiar with the facts may know that I have a re- 
spectable standing as a turf writer, and as authority on the de- 
velopment of speed. 

In regard to my abilities as a practical trainer, I shall ap- 
pend but one recommendation--that of Mr. C. W. Williams. By 
reason of the fact that I trained over his track at Independence, 
Iowa, a part of the seasons of 1891, 92 and 93; and over his track 
at Galesburg. 111., he had ample opportunity to judge of my 
methods and their results. And this is what he says: 

Galesburg, III , Dec. 13, 1899. 
to whom it may concern: 

I have seen more or less of J. W. 
Mercer's system of training in the past seven or eight years, and 
the results long: ago convinced me that Mr. Mercer was one of 
the most careful, systematic, and skillful trainers I have ever 
met. C. W. WILLIAMS. 



136 Teetimonials and References. 

TESTIMONIALS OF THE COMMISSION FIRMS, SELL- 
ING HORSES AT THE UNION STOCK YARDS 
HORSE MARKET, CHICAGO, ILLINOIS. 

TO WHOM IT MAY CONCERN: 

Among the horses received by us for sale are found those 
of almost every degree of viciousness from the ordinary green 
unbroken colt to the dangerous kicker and runaway horse. 

In very many cases we have been obliged to sell such at 
"the halter," often at much loss to the shipper. 

About two years ago, Mr. J. W. Mercer located near the 
yards for the purpose of handling and educating such horses. 
And we are pleased to say that Mr. Mercer has had phenomenal 
success in his treatment of all classes of green and vicious horses, 
including the green unbroken colt, the balker, the halter puller, 
the kicker, the striker, the biter, the horse hard to bridle, the 
horse foolish about his head, the horse wild and mean in the 
stall. 

We are not familiar with Mr. Mercer's methods of treat- 
ment, but can certify to the successful results; for we know of 
his having handled several hundred horses since coming here 
with uniform success, which is certainly the best of evidence. 

DENNIS & SWEET, 

MARSH & KENYON, 

J. S COOPER, Established in. 1862, 

E. J. BERRY Co, 

LOCKE & AVERILL, 

BLAIR COMMISSION CO., 

ELLSWORTH & McNAIR, 

M. NEWGASS & SON, 

JACOB KOEHLER, 

E. H. SCHLOEMAN. 



TESTIMONIALS OF THE SHIPPERS, WHO SHIP 
HORSES TO THE UNION STOCK YARDS HORSE 
MARKET. 

When shipping horses to this market, we have had, on sev- 
eral occasions, the misfortune to find in the load one or more 
animals whose education had been neglected, or faulty to such 
an extent as to greatly impair their market value. On several 
occasions we have employed Mr. J. W. Mercer, who is located 
near the yards, to handle such horses for us, with very satisfact- 
ory results — the horses being returned entirely cured of their 
faults, and uniformly improved in appearance and condition. 

Judging from results, we cannot recommend Mr. Mercer's 



Testimonials and References. 137 



methods too highly, and from the further fact that his system 
of treatment is entirely free from all harshness and abuse. 

In as much as Mr. Mercer designs— so we are informed - 
going upon the road with the intention of organizing classes or 
schools for the instruction of breeders and owners in practical 
horsemanship, we feel no hesitancy in commending him and his 
methods to all concerned. 

F. M. HANLAY, Bloomington, 111. 
H. C. LOYETT, Watseka, 111. 
J. T. GOULD, Chicago, 111. 

F. C. DENNIS Maquon, 111. 
W. PHILLIP, Yermont. 111. - 
W. CLARK, Macomb, 111. 
JOHN GOLDEN, Cooksville, 111. 
SAMUEL SIMPSON, Chicago. Ill 
A B. HUCKINS, Kevvanee, 111. 

C. F. FROST, Grand Rapids, Mich. 

BULL & HOWE, Alierton, 111. 

A. N. HEMINGWAY, Plato, Iowa. 

G. S. IGO, Indianola. la. 
H. N. BOOTH, Walker, la, 
GEO. BARRETT, Peoria, 111. 
FRANK MITCHELL. Clarence, Iowa 
JOHN STANLEY, Watseka, 111. 
WILSON BROS, Creston, Iowa. 
s\M BAIRD, Dunlap, 111. 

P. A. IMMEL, Camp Point, 111. 
W. G. SNYDER, Wvoming, 111. 



TESTIMONIALS OF THE MEMBERS OF THE HLTCH- 
ING DEPARTMENT OF THE UNION STOCK YARDS 
HORSE MARKET, CHICAGO, ILLINOIS. 

Having been engaged for several years in harnessing, hitch- 
ing and driving the horses sold at action at the Union Stock 
Yards horse market, we have had ample opportunity to observe 
the results of Mr J. W. Mercer's methods of treating green and 
vicious horses— having had to do with the same horses before 
and after treatment by him. Hence we can speak from actual 
knowledge of the results of his treatment. And we can say 
that the results have been remarkable— often wonderful, the 
change effected. Horses so green anl dull they could scarcely 
be urged out of their tracks; horses that could not be turned to 
the right nor to the left; in an increditably short time have been 
returned good mannered, well broken horses. How Mr. Mercer 
effects such a sudden and radical change in such horses we are 



138 Testimonials and References. 



not aware; but such information should prove invaluable to all 
who are concerned in breaking and handling horses. 

R. V. C WEBB, Foreman Horse Com. Union. 
JOHN MORAN, Driver. 
F. E LAWRENCE, Assistant Foreman. 
C. H. CLACK, Driver. 
JOHN WOOLLERTON, 
LEVI WOODS, Driver. 
JACOB STERNS, Double Driver. 
JOHN MURRY, 
WILLIAM BARRICK, 
FRANK LEONARD. 



TESTIMONIALS OF PERSONS DOING BUSINESS IN 
VARIOUS CAPACITIES AT THE UNION STOCK 
YARDS HORSE MARKET, CHICAGO, ILLINOIS. 

We are well acquainted with Mr. J. W. Mercer, and we are 
familiar with his work in handling horses at these yards; and 
we are pleased to say that his uniform success with all classes 
of horses has been really surprising, proving conclusively that 
he is a master horseman. 



GRANT & MASON, Horse Dealers. 

J. F. WENRICB, Salesman Ellsworth & McNair. 

E. D. WARREN, Agent. 

F. H. WH EATON, Clerk. 
ROBERT HAYDEN, Export Buyer. 
FRANK McKAY r , Dealer. 

M. L. NEWSBAUM, Horse Dealer. 

DR. B A. PIERCE, V S. 

J AS. WILSON, Salesman Ellsworth & McNair. 

J. M PARKER, Driver Ellsworth & McNair. 

M SHATTUCK, Dealer. 

ARTHUR O'NEIL, Clerk for M. and Kenyon. 

W. S. JOHNSON. Salesman for J. S Cooper. 

JOSEPH HABER, Salesman M. Newgass & Son. 

HENRY SHULINE, Salesman M. Newgass & Son. 

REFERENCES: 

Col. J. F. Coffey, who sold 46086 horses in 1899. 

Col. L . F. Pruyn and David M acfeat are the auctioneers 
who sell all the horses sold at auction at the Union Stock Yards 
horse market. These gentlemen are quite familiar with the 
work I have done here, inasmuch as nearly all the faulty horses 






Testimonials and References , 139 



which I have handled here, have been first sofcl at auction, r3 
jected for cause, turned over to me for treatment and resold b : 
them. 

John Mack, horseman and General Live Stock agent at 
the Union Stock Yards for the C. B and Q. Everybody who 
ships stock over the "Q" knows "Johnny Mack." 

Oeficer M. J. Gallagher, 19th Precinct Police Station, 
Chicago, horseman and "perpetual" special detail at the Union 
Stock Yards horse market - where he is to be found every day in 
the year on the look-out. 

Samuel CozzenS, dealer in high- class coach and draft 
horses, for many years general superintendent of the Union 
Stock Yards horse market. 

T. S. Shotwell, extensive buyer and shipper of the firm of 
Connolly <fc Shotwell, Philadelphia. 

James S- Connolly, Chicago buyer, of the firm Fiss, Dore 
and Carroll, New York City, one of the largest firms in the 
United States. 

John Dainty, export buyer 

Albert Hawks, buyer for London market. 

M. Rothceilds, large exporter. 

H. W. Hawley, V. S. 

A. B. Maquire, V. S. 

E. N. Nettleton, M. D. C. 



The Coming Educator. 

It appears to remain for Galesburg to bring forward one of 
the greatest, if not the greatest, of all the horse educators that 
have yet figured in modern history. We mean J. W. Mercer, 
who has for some time been attracting public attention by the 
astounding success with which he has tamed wild horSes, con- 
quered rebellious horses, made pets of what are called vicious 
horses, and reduced the most fractious colts to the kindest and 
most tractable drivers. 

What to many may seem wonderful in Mr. Mercer is no 
wonder at all to one who makes a careful study of the man. 
There never lived a more industrious, a more untiring student 
of nature. He saw all that Rarey had done, all that Gleason 
had done, all that the great Bartholomew had done. He said to 
himself, this is excellent so far as it goes, but there is yet infi- 
nitely more to be accomplished than has ever been attempted. 
Passing beyond the books he gave himself to a thorough invest- 
igation of the peculiar nature and disposition of the horse. 



140 Testimonials and References. 

Depending thus upon the only true source of light, it was not 
long till that many valuable truths has escaped the vision of his 
predecessors, and that, therefore, they had, in their methods, 
committed several egregious blunders, a few of which verged 
closely onto downright cruelty. In the correction of these blun- 
ders he marked out a new path for himself, and invented a sys- 
tem of tactics and a set of appliances which are not only origi- 
nal with him, but which are absolutely the very rir-t that have 
ever been drawn from truly scientific principles. They are dis- 
tinctly unique in the fact that they thoroughly accord with the 
mental character of the animal to whose culture they are to be 
applied, and are, therefore, in complete harmony with the 
highest behests of humanity. Herein lies the whole secret of 
the marvelous success of the Galesburg educator. In the curri- 
culum which he has framed there is no abuse, no unkindness — 
none of that rude force work which characterized the Karey 
trip-strap and the Gleason throwing hopples. The horse, how- 
ever intractable, is never put off his feet, never laid prostrate 
upon his side. If he is disposed to rear or kick, he is so placed 
that it is impossible for him to do either of those things, but 
this is done by means of an apparatus so ingeniously contrived 
that he stands continuously in an easy, perfectly natural posi- 
tion till he is ready to surrender. 

Nothing that will at any point begin to compare with this 
most admirable and humane invention was ever thought of till 
Mr. Mercer brought it forth; and in it we see the wonderful 
power of his mind and the equally wonderful depth of his good- 
ness. It is indeed a beautiful exhibition of that profoundly 
spiritual worship of God, which, from every great heart, comes 
in response to the gifts of God, among the very best of which is 
that noble beast which Job was the first to immortalize in He- 
brew poetry, and which has been the servant and the companion 
of man from the dawn of civilization to the present auspicious 
moment. 

From the time the uneducated horse comes to Mr. Mercer 
till it leaves his hands it never knows the whip, never hears an 
unkind word, never feels the smart of anger, never has its fears 
aroused by the expectation of punishment. And if, when it 



Testimonials and References, 141 

parts from him, it could be continually treated as it was treated 
by him, it could be handled and driven anywhere with the most 
perfect safety. That this should not be the case is no fault of 
his, but the fault of people who in things humane seem to know 
much less than a well educated horse. 

Mr. Mercer is a man of high culture, of versatile powers, 
and of rare fertility of mind. On various subjects he has writ- 
ten many of the most instructive essays that have lately appeared 
in print. His contributions. to the horse papers have been among 
the best that have ever graced the columns of that class of 
publications. 

In the present (1899) Christmas Review he contributed an 
article entitled "The Genesis of the Runaway Horse," which 
showed a depth of conception and an originality of thought 
never surpassed by any writer of any nationality. 

And while he is a man of great talents he is a man of a 
great soul. This is shown by his present leading purpose 
Earnestly desiring that the world shall have to the largest pos- 
sible extent the benefits of his discoveries and inventions, he in- 
tends, at his earliest opportunity, to commence a series of tours 
in which he proposes to go from point to point and to form and 
instruct classes of young men in the knowledge of the horse and 
the use of his methods of taming and educating horses. For 
the better performance of this work he contemplates the pro- 
duction of a work to be used as a text book in all the schools 
which he may organize throughout the country. 

It is to be hoped that nothing may arise to prevent him 
from fully and successfully carrying out this noble design; for 
there is no field from which comes a louder call for missionaries 
than that in which the horse has so long been literally "broken." 
-••The Breeder and Farmer." 



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